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Rh well. These should be made to understand that virtue is more highly prized than nobility.

A word should be added about the famous "lines." If lines are assigned to be committed to memory they should not be such as are not fully understood. There are so many useful things that have been read or should be studied, why not give them? Catechism or Bible history should never be assigned as penalty; it might make these sacred books an object of aversion. It is advisable, however, to assign these books if the pupil has neglected to study his catechism or his Bible history. If lines are to be copied – a punishment of questionable worth – at least the same lines should not be copied more than once; it is sheer nonsense to make a student copy the same line twenty times, unless it be an exercise in penmanship for continued careless writing. The teacher should insist that all extra tasks are neatly and carefully written. It is most detrimental to the teacher's authority to assign punishments and not to see that they are done; or to assign excessive tasks and then be compelled to desist from demanding them. If, in particular cases, an extraordinary punishment is thought necessary, Jesuit educators wisely refer the matter to a Superior, either Prefect or Rector. These officials should also decide on cases where punishment has been refused, especially by older students.

Another point, important for effective school-management, is the necessity of showing strict fairness and justice. A professor accused of favoritism is