The real teacher, the naturally gifted teacher, never bothers about these puzzling questions of pedagogical discipline. He teaches with such devotion; he is so close spiritually to his pupils, so sympathetic with their views; his work is so serious, so sincere, so eager, so full of life, that he is never compelled to face a recalcitrant, rebellious personality that could only be reduced by resorting to the peculiar means of discipline. The docility of the pupils in the eyes of the able teacher is neither an antecedent nor a consequent of his teachings; it is an aspect of it. It originates with the very act by which he begins to teach, and ceases with the end of his teaching. Concretely, the discipline which good teachers enforce in the classroom is the natural behaviour of the spirit which adheres to itself in the seriousness and inwardness of its own work. Discipline, authority, and respect for authority are absent whenever it is impossible to establish that unique superior personality, in which the spiritual life of the pupils and of the teachers are together fused and united. Whenever the students fail to find their ideal in the teacher; when they are disappointed by his aspect, his gaze, his words, in the complex concreteness of his spiritual personality, which does not rise to the ideal which at every moment is present in their expectations, then the order of discipline is lacking. But when this actual unity obtains--this unity which is the task of the teacher, and the aim of all education--then discipline, authority, and respect are present as never failing elements.