cite them only to show how early in school-life begins the discipline of opinion, the pressure of the common will, and how perfectly this policy accords with the ethical traditions of the race.) In higher classes the pressure slightly increases; and in higher schools it is very much stronger; the ruling power always being class-sentiment, not the individual will of the teacher. In middle schools the pupils become serious: class-opinion there attains a force to which the teacher [423] himself must bend, as it is quite capable of expelling him for any attempt to override it. Each middle-school class has its elected officers, who represent and enforce the moral code of the majority,--the traditional standard of conduct. (This moral standard is deteriorating; but it survives everywhere to some degree.) Fighting or bullying are yet unknown in Japanese schools of this grade for obvious reasons: there can be little indulgence of personal anger, and no attempt at personal domination, under a discipline enforcing a uniform manner of behaviour. It is never the domination of the one over the many that regulates class-life: it is always the rule of the many over the one,--and the power is formidable. The student who consciously or unconsciously offends class-sentiment will suddenly find himself isolated,--condemned to absolute solitude. No one will speak to him or notice him even outside of the school, until such time as he decides to make a public apology, when his pardon will depend upon a majority-vote.