the pleasure of each. There is no more authority over the assemblies of grown men to hear lectures than over the worshipers at church or the frequenters of the play. There is nothing but the observance of mutual toleration and forbearance so far as requisite to the common good; if this were grossly violated, there would be an exercise of power either by the collective mass themselves, or by summoning the constable to their aid. No authority is lodged in the lecturer, preacher, or performer, to repress disturbances.
Authority first appears in the family, and is thence transferred with modifications to the school. It is between these two institutions that the comparison is most suggestive. The parent's authority is associated with sustenance, and has an almost unlimited range; it is tempered by affection, but this depends upon mutuality of pleasure-giving, and supposes a limited number. The teacher's authority has nothing to do with sustenance; his is a duty undertaken for payment; it is subsidiary to the single object of teaching a definite amount of knowledge; it wants the requisites of affection; the numbers are too great, and the mutual concern too restricted. But affection is not wholly excluded, and in certain well-marked cases it may play a part.
On the other hand, the family and the school have some important agreements. They both deal with immature minds, for whom certain kinds of motives are unsuitable. Neither can employ motives that are applicable only to grown men and women; they cannot appeal to consequences in the distant and unknown future. Children do not realize a remote effect, and they fail even to conceive many things that will one day have great power over their conduct. To talk to them about riches, honors, and a good conscience, is in vain. A half-holiday is more to them than the prospect of becoming the head of a business.
The position of immaturity is attended with another peculiarity, namely, that the reasons of a rule cannot always be made apparent. Sometimes they can, if not to the younger, at least to the older children. This is a highly-prized aid to obedience in every department of government.
There are many important points of agreement in the exercise of authority in every sphere—the family, the school, the relation of master and servant, ruler and subject, whether in the state at large or in any subordinate societies. For example:
1. Restraints should be as few as the situation admits of: the multiplication of grounds of offense is a great evil, and yet exceedingly natural.
2. Duties and offenses should be definitely expressed, so as to be clearly understood. This may not always be possible to the full extent, but should be always aimed at.
3. Offenses should be graduated according to their degree of heinousness. This too needs clearness of discrimination and definite language.
