the pride of every city square and village slope. The schools are not mixed, and when the Commune is not able to sustain separate schools, the boys attend in the morning, and the girls in the afternoon. Saturday is not a holiday. Each class has so many hours of schooling for the week, apportioned among the six days. Every form of corporal punishment is forbidden. No bodily pain, no bodily shame, is suffered in the schools. Chastisement, it is claimed, first brutalizes a child; second, makes him cowardly; and, third, blunts his sense of shame, which must soon form the bulwark round virtue. “A lad has rights,” says the Swiss teacher. “We cannot stint his food, we cannot lock him up, we cannot crown him with a dunce’s cap, or we cannot make a guy of him. Our discipline is wholly moral; our means are prizes, good words, all leading up to public acts of honor. Should we have any incorrigible ones, they are expelled, but expulsion is a very serious matter, and must be exercised under prescribed rules, with due notice to parents and the school officials; and at first only temporary and conditional, and never final and absolute, without the formal sanction of the school commission. This emergency rarely occurs. A threat or admonition suffices, for expulsion is considered only one degree from ruin.” Obedience which is rendered merely because there is a sense of authority about the commander destroys the sympathetic relation which should exist between the teacher and pupil. The best and only true discipline is that which is secured, not through habits created from the will of the teacher, says Professor Shaler, of Harvard, but won through the exercise of the will of the pupil; only when accomplished by sympathetic stimulus, is the effect truly educational. Manliness, sincerity, and conscientiousness are its legitimate fruits; it fosters honesty and truthfulness more than any regimen discipline.