ABSTRACT
Emotion and Discipline Education has at all times had a twofold aim, namely instruction and training in good conduct. The conception of good conduct varies with the political institutions and social traditions of the community. In the middle ages, when there was a hierarchical organisation proceeding from the serf by gradual stages up to God, the chief virtue was obedience. Children were taught to obey their parents and to reverence their social supervisors, to feel awe in the presence of the priest and submission in the presence of the Lord of the Manor. Only the Emperor and the Pope were free, and, since the morality of the time afforded no guidance to free men, they spent their time in fighting each other. The moderns differ from the men of the thirteenth century both in aim and in method. Democracy has substituted co-operation for submission and herd-instinct for reverence; the group in regard to which herd-instinct is to be most operative has become the nation, which was formerly rendered unimportant by the universality of the Church. Meanwhile propaganda has become persuasive rather than forceful, and has learnt to proceed by the instilling of suitable sentiments in early youth. Church music, school songs, and the flag determine, by their influence on the boy, the subsequent actions of the man in moments of strong emotion. Against these influences the assaults of reason have but little power.
