The same transitional character holds in the case of discipline: while what is known as "military" discipline still prevails in many schools, there are a very fair number with whom the grip has relaxed; but it is a courageous teacher that will admit the term "free discipline" which has nearly as bad a reputation as "free thought" used to have, and few are prepared to go all the way. Probably the reason lies in the vagueness of the meaning of the term, and the fact that its value is not clearly realised because it is not clearly understood. Teachers have not faced the question squarely: "What am I aiming at in promoting free discipline." Taking a general view of the present school, one gets the impression of a constant change of activity on the part of the children, but very little change of position, a good deal of provision for general class interest, but little for individual interest; of less demand than formerly for uniformity of results, but the existence of a good deal of uniformity of method, arresting the teacher's own initiative; of very constant teaching on the part of the teacher and a good deal of listening and oral expression on the part of the children, of many lessons and little independent individual work. Below all this there is evident a very friendly relationship between the teacher and the children, a good deal of personal knowledge of the children on the part of the teacher, and a good deal of affection on both sides. There is less fear and more love than in the earlier days, less government and more training, less restraint and more freedom. And the children are greatly attached to their school. From consideration of the foregoing summary it will be seen that education in the Infant School is a thing of curious patches, of strength and weakness, of light and shade; perhaps the greatest weakness is its lack of cohesion, of unification: on the one hand we find much provision for the children's real needs, much singleness of purpose in the teacher's work, such a genuine spirit of whole-hearted desire for their education: on the other hand, an unreasoning sense of haste, of pushing on, of introducing prematurely work for which the children admittedly are unready; an acceptance of new things on popular report, without scientific basis, and a lack of courage to maintain the truth for its own sake, in the face of so-called authority, and a craving to be modern. At the root of all this inconsistency and possibly its cause, is the lack of a guiding policy or aim, the lack of belief in the scientific or psychological basis of education, and consequently the want of that strong belief in absolute truth which helps the teacher to pass all barriers. CHAPTER XVI SOME VITAL PRINCIPLES