DISCIPLINE IN THE CHILDREN'S HOUSE 373 Real co-ordination of movement is the result of a perfectionment of the total personality. These were therefore not children who had learned how to move, they were disciplined because they had reached a superior degree of development of their personality and which they had done by means of a free choice of their occupations. It is not wonderful, but really most natural, that the child should have disciplined himself by these exercises, however great may be the muscular unstability natural to his age. In fact, he is responding to a natural urge when he is moving, but as his move- ments are infused with a purpose they no longer look like disorder but like work. Here we have the discipline which represents an aim which is attained through a multitude of victories; the child disciplined in this way is not the child of other days who could * be good/ but is an individual who has trained himself, who has progressed beyond the usual limits of his age, who has made a leap forward; in mastering th,e present he has mastered his own future. He has grown up. He will not need anyone to be constantly near him telling him repeatedly to keep still, to be goodócommands embodying two contradictory ideas. The goodness which he has acquired can no longer make him keep still in idleness; his goodness now is wholly expressed in movement. In truth, the ' good' are those who move forward towards the goodness which has been built up by their own efforts, and by their orderly activity in external work. The external work in our case constitutes the means for attain- ing internal progress, and appears as the explanation o,f it; the two factors are interwoven. Work leads to internal progress in the child, but the child who has improved himself works better; the improved work fascinates him; therefore he continues to develop his inward powers. Discipline, therefore, is not a fact, but a way> in the course of which the child masters with a precision, which one might call scientific, the idea of goodness.