§ 42. (1) Corporal punishment should be properly administered by means of the rod, subduing wilful defiance by the application of force. § 48. (2) Isolation makes the pupil realize a sense of his dependence upon human society, and upon the expression of this dependence by coöperation in the common tasks. Pupils should not be shut up in a dark room, nor removed from the personal supervision of the teacher. (To shut up two or more in a room without supervision is not isolation, but association; only it is association for mischief, and not for study.) § 44. (3) Punishment based on the sense of honor may or may not be based on isolation. It implies a state of maturity on the part of the pupil. Through his offence the pupil has destroyed his equality with his fellows, and has in reality, in his inmost nature, isolated himself from them. Corporal punishment is external, but it may be accompanied with a keen sense of dishonor. Isolation, also, may, to a pupil, who is sensitive to honor, be a severe blow to self-respect. But a punishment founded entirely on the sense of honor would be wholly internal, and have no external discomfort attached to it. § 45. The necessity of carefully adapting the punishment to the age and maturity of the pupil, renders it the most difficult part of the teacher's duties. It is essential that the air and manner of the teacher who punishes should be that of one who acts from a sense of painful duty, and not from any delight in being the cause of suffering. Not personal likes and dislikes, but the rational necessity which is over teacher and pupil alike, causes the infliction of pain on the pupil. § 46. Punishment is the final topic to be considered under the head of "Form of Education." In the act of punishment the teacher abandons the legitimate province of education, which seeks to make the pupil rational or obedient to what is reasonable, as a habit, and from his own free will. The pupil is punished in order that he may be _made_ to conform to the rational, by the application of constraint. Another will is substituted for the pupil's, and good behavior is produced, but not by the pupil's free act. While education finds a negative limit in punishment, it finds a positive limit in the accomplishment of its legitimate object, which is the emancipation of the pupil from the state of imbecility, as regards mental and moral self-control, into the ability to direct himself rationally. When the pupil has acquired the discipline which enables him to direct his studies properly, and to control his inclinations in such a manner as to pursue his work regularly, the teacher is no longer needed for him——he becomes his own teacher.