the many volumes of a large miscellaneous collection; some find a fascination in old volumes of the school magazine, and the doings of their brothers and predecessors. For others the books on coaching, on railways, on motors, on electricity, or again those on natural history and sport (such as the Fur and Feather series or the Badminton), are the great attraction. A few will read the books of travel or biographies, and gloat over the caricatures of Cruikshank or Rowlandson, or the fine illustrations of Sloane's Napoleon or Tissot's Life of Christ; others again devote themselves to the cult of architecture, of old churches, brasses and other antiquities. Chambers' Encyclopædia is in frequent use, and the Encyclopædia Britannica; and a voluminous collection of extracts from the world's greatest literature, which I cannot mention for fear of puffing.

In a quiet corner there may be some small and unobtrusive person, snuggling over a book from which he never lifts his eye for hours. The subject may be anything; it is sure to be something that you would not expect the average boy to be interested in. He is not "the average boy;" but (" one of head-piece extraordinary," who knows what he wants, what heart and brain is craving for, and will see that he gets it. He does not care to have a prying master disturbing him with his foolish and irrelevant questions. He may not distinguish himself at school, this one: he is quite likely to be "barred," as unsociable and eccentric. It may be many years before anyone hears of him, but then he may be heard of to good purpose.

XV.

DISCIPLINE.

BY J. L. PATON.

DISCIPLINE is the suppressed premiss of all school work. It does not appear on the time table because without it no time table, no part of any time table, can be efficiently carried out; it is the necessary preliminary and accompaniment of all instruction and of all character-training. Every form of corporate or social life presupposes the discipline of the members associated. But the discipline of a school differs from that of a city, a society, an army or a state, because the persons who compose a school are immature, they have had no voice in framing the laws which the society enforces, they have not joined the society of their own deliberate choice, they have not the power of withdrawing themselves at will. The government, therefore, of a school must be patriarchal, not democratic, and the modern headmaster who has, for the most part, given up teaching, but has not relinquished the ferule, is not so wrong as would, at first sight, appear. The government of a patriarchal community must be vested in one person, who must be in all questions and in all matters throughout his dominions. supreme.

The lesson of obedience is one that many children learn before they come to school, still more do not. The school's primary function is to teach the lesson.