he had supposed impossible under his strict supervision. Within the circle of whatever rules it may be found necessary to draw around the young there must always be left space for freedom. Pupils should always be led to see that all rules against which they fret are only of their own creation; and that as grave-stones mark the place where some one has fallen, so every law is only a record of some previous wrong-doing. The law "Thou shalt not kill" was not given till murder had been committed. In other words, the wrong deed preceded the law against it, and perfect obedience is the same as perfect freedom. No obedience except that which we gain from the pupil's own convictions has real educational significance. § 35. If there appears in the youth any decided deformity opposed to the ideal which we would create in him, we should at once inquire into its history and origin. The negative and positive are so closely related, and depend so intimately on each other, in our being that what appears to us to be negligence, rudeness, immorality, foolishness, or oddity may arise from some real necessity of the pupil which in its process of development has only taken a wrong direction. § 36. If it should appear, on such examination, that the wrong action was the result of avoidable ignorance, of caprice, or willfulness on the part of the pupil, this calls for a simple prohibition on the part of the teacher, no reason being assigned. His authority must be sufficient for the pupil without any reason. When the fault is repeated, and the pupil is old enough to understand, then only should the grounds of the prohibition be stated with it. This should, however, be done in few words, and the educator must never allow himself to lose, in a doctrinal lecture, the idea of discipline. If he do, the pupil will soon forget that it was his own misbehavior which was the cause of all the remarks. The statement of the reason must be honest, and must be presented to the youth on the side most easy for him to appreciate. False reasons are not only morally wrong, but they lead the mind astray. We also commit a grave error when we try to unfold to the youth all the possible consequences of his wrong act, for those possible consequences are too far off to affect his mind. The long lecture wearies him, especially if it be in a stereotyped form; and with teachers who are fault-finding, and who like to hear themselves talk, this is apt to be the case. Still more unfortunate would it be if we really should affect the lively imagination of a sensitive youth by our description of the wretchedness to which his wrong-doing, if persisted in, might lead him, for then the conviction that he has already taken one step in that direction may produce in him a fear which in the future man may become terrible depression and lead to degradation. § 37. If to censure we add the threat of punishment, we have then what in common language is called scolding.