The most obvious ways that the school has of securing a good “memory of will” are those by which it enforces the well-known school virtues,--regularity, punctuality, silence, and industry. It is to the acquisition of these habits that the government, or discipline, of the school is chiefly directed. Dr. Wm. T. Harris has pointed out in detail the significance of this acquisition in the development of character.[16] It is interesting to note how the teacher’s personal authority is reinforced by social pressure both within and without the school. The Superintendent of a city of thirteen thousand inhabitants reports that but 1462 cases of tardiness occurred during a whole school year. The pupils of each room are given a brief holiday, from time to time, provided nobody in that room is tardy during the stated period. This brings an immense social pressure within the school to bear in securing prompt attendance. Happening to visit the Superintendent’s office in a city of some sixty thousand people, the writer observed the following scene: A young girl of perhaps fourteen years of age, accompanied by her father, who was a foreigner, unable to speak English fluently, entered the office. The girl began at once to make excuses for her brother who was a somewhat confirmed truant, and to beg that he might be excused and reinstated. To objections stated by the Superintendent, the father with much emotion replied, “Oh, Mr. Superintendent, won’t you give my boy another trial?” The boy had been ‘tried again’ so many times that father and daughter were referred to the judge, an officer having jurisdiction over such cases. The penalty for persistent truancy was attendance at a state reformatory school. This is a case in which the authority of the teacher in securing regularity of attendance was reinforced by the community outside the school. The constant pressure of school and community tend to establish habits of will memory that serve as an excellent foundation for later moral training. [16] Third Year Book of the National Herbart Society. 162. Before training can have within itself the power to make up deficiencies in obedience, there must be awakened in the pupil a vivid feeling that the approval of his teacher is a valuable possession, which he would be loath to lose. This the teacher will bring about in proportion to the effective and welcome share he has in the life of his pupil. He must give before he can receive. Furthermore, if in his opinion the pupil needs to be turned in a different direction, he should not underestimate the difficulty of the task before him; he must proceed slowly.