Chapter IV: Authority and Docility 68

Deputed authority, lodged in everyone--No such thing as
anarchy--A mere transference of authority--Authority makes
for Liberty--Order, the outcome of authority--Docility,
universal--The principles of authority and docility inherent
in everyone--_Crux_, to find the mean--Freedom, offered as
solution--“Proud subjection and dignified obedience”--Secured
by feeding the mind--Subservience _v._ docility--Docility
implies equality--Physical activities do not sustain mind--Many
relationships must be established--No undue emphasis--Sense of
_must_ in teacher and child--Freedom comes with knowledge--The
office makes the man--Children must have responsibility of
learning--The potency of their minds--All children have quick
apprehension--And the power of attention--Humane letters make for
efficiency--Delightful to use any power--Common interests--Powers
of attention and recollection a national asset--But want of
intellectual interests a serious handicap.

CHAPTER V

THE SACREDNESS OF PERSONALITY 80

An adequate conception of children necessary--All
action comes from the ideas held--The child’s estate
higher than ours--Methods of undermining personality--
Fear--Love--“Suggestion”--Influence--Methods of stultifying
intellectual and moral growth--The desires--Of approbation--Of
emulation--Of ambition--Of society--The natural desire of
knowledge--Definite progress, a condition of education--Doctrine
of equal opportunities for all, dangerous--But a liberal
education the possibility for all.