The San Francisco call., 1898-04-17

in his chosen life-work Of course in a way each of these includes the other. correct habits and all-around self,control In broad sense every proper school ex- ercise is discipline
 Waiter N. Bush. principal of the Poly technic High School:
 l. There are so many types of educa- ton growing out or the needs or lhoivlo. o having it's distinguishing characteristics, that it is far easier to say what the ultl- mate aim of education Is not than to say what it is. There Is a type for the newer of wood and another for the man whose wood is hewn for him. The special train ing necessary for the first would be worth less to the second. When the writer was d boy a good hand and general knowl- edge of figures were sufficient require ments for office work in any of the large same relative position, drawing the same pay, are required to have a broader knowledge of affairs and special training in stenography, English and typewriting. The manufacture and introduction of ma chinery of intricate and delicate construc- tion has made education in the elemen- tary. principles of mechanics: heat. light and electricity, indispensable even to the Journeyman.
 While these types are changing to meet the changing conditions of our civiliza- give man power to battle successfully with the conditions about him. This power may carry with 1t culture and social i'm pending upon the breadth of the type he has followed. the selection of which Is determined by the power of the will, ca pacity for self-denial. by ambition, by want. and, most important of all per haps, by his inherited tendencies, which break down all obstacles and drive him into broad fields of study and research.
 An education of this type should aim to secure not only mental power and growth. but the ability to discern clearly the source and significance of moral law and its application to man in regulating his conduct toward his fellows. In other words, the ultimate aim of the highest education is not only to make a man fit to encounter severe conditions of com petitive living, but to assist him in his approach to the fundamental truths of the natural and spiritual world.
 acter as the school changes its grade from the primary to the grammar, from the grammar to the high.
 At the tender age of the child, when the mental faculty is limited to the work of the memory and its perceptions. un- questioning regard for authority is help full and necessary to it. As the child grows older, and it's power Of comparison gradually enables 1t to understand and appreciate character, the arbitrary dis cipline of the lower grade becomes less for the teacher grows opt of the latter's healthy mental and moral attitude toward the child.
 A teacher of negative character of weak or odd personality, no matter what support lies behind and outside him, no matter how profound his knowledge of his subject. may mar but cannot fashion the life of his pupil.
 School discipline for students attending our High Schools should be incidental to the work of the school. It should serve to assist the pupil to a better mental devel- opment. but not be emphasized as essen tial to successful school work. The word discipline Is too strong. If a school