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 in the mind of most men that such discipline is to punish the offender as the state for instance might punish crime. The purpose I have kept before me in whatever I have recommended is, first of all, to correct the offender, to turn him in the right direction, to make it less likely that he will offend in this regard again. The main function of education as I see it is to make good citizens. There is a further one, of course, which discipline subserves, and that is a deterrent one. Offenders are disciplined because it is hoped by that method to call the attention of others to the fact that certain things are objectionable or wrong, and so to reduce the tendency to such irregularities.

There are those whose ideas of right and wrong are so rigid, whose feelings are so strong, that they insist that every one who does wrong should submit: to a definite punishment which will inflict upon him a certain amount of pain and disgrace. Not long ago I received a letter from one of our former students, saying that when he transferred his credits from a neighboring institution to the University of Illinois he had changed two of the grades, and so had received credit for five hours of work to which he was not entitled. He asked to have this error corrected, and said that when he returned next year to finish his college work he wished to register for the five hours stolen and earn his credit honestly. There was a wide range of opinion among our officials as to what action should be taken in his case. The error was one which by no possibility would have been detected had he not admitted it, and it was an error which affected no one but himself, since no one else knew of