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manual occupations and in the advocacy of this reform, there has been a free indulgence in criticisms of the present school regime. The school has been referred to as a place where industry or work is ignored and idleness made a habit. On the contrary every good school is truly an apprentice shop where pupils acquire the habit of industry, whatever the self-denial involved, and howsoever remote the reward. The doing of assigned tasks at the time and in the time allotted for the purpose, the filling of the day with a round of work well done, this is not only industry but of a high order. The school excels all other institutions in the training in industry which it af fords the young. Moreover, the discipline of the modern school unites hand exercises of the will, including always the one essential activity called attention, attention to the thing in hand being the imperative condition of application to school work. It seems unnecessary to point out the relation which this train ing in industry afforded by the school, sustains to industrial success in after life, the steady application to one's business, the doing of the right thing at the right time. Another of .these school virtues worthy of special consideration is obedience, prompt in implicit with what is required. Obe dience is the doing of what is commanded and not-doing of what is forbidden and hence it involves both a positive and negative dis cipline. Every good school holds its pupils to the. duty of prompt im plicit and cheerful obedience. The organization and function of a school involves the combined action of its pupils, and this element of combination necessitates a prompt compliance with directions. The failure of one pupil to be prompt in action may "stop the wheels" and direct the movements of an entire class, and so the youngest pupils soon feel that orders, whether given by word or signal must be obeyed and they soon form the prompt obedience. The notion that one must know the reason of a command before it is his duty to obey it, has a small place in effective school discipline. There is a good reason for every wise command back of it but the sufficient reason for the pupils obedience is the command itself. The wise teacher will, however, often give the reason for what he requests. It is for these reasons that the school often affords a better training 9.