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 less independence, from women, it matters less for them, though it matters much more than parents believe. But who can expect such an unhealthy system as that of Stanislas to turn out straightforward, manly youths? I will translate some of the laws of the institution, and the reader may judge for himself. If it makes him wish to have been brought up at Stanislas, under the care of the good Marists (priests devoted to the service of Mary), I can only say that I do not envy his taste. To begin with, the system of emulation I regard as disastrous; it invariably opens the door to cheating and lying, to jealousy and ill-will. Pride, sense of duty, affection for their masters, are much higher incentives to study than marks, which imply too much espionage on the part of the masters. Stanislas teaches by the desire of reward and the fear of punishment. Even in the case of very young children I hold that this system is deplorable; in that of youths, who are fencing, riding, studying philosophy and the higher mathematics, I can only qualify it as idiotic. Why should a boy receive a prize for behaving himself decently? The moment you put a premium on good conduct you invite the hypocritical to perfect themselves in the art of duplicity in order to compete for it. What master can honestly pronounce on a boy's character, and swear that the good boy is quite as good as he looks? The