We pass from the family into the school. Here again we find laws already laid for the will to follow. They grow out of the truth, constitutive of the school, and this truth is made up of the relations subsisting among the members of the school. There are teachers, whose duty it is to control and to instruct. There are children, whose duty it is to learn and obey. The school is an institution, the object of which is to lead young minds into a knowledge of the earth, its continents, seas, rivers, and mountains; into a knowledge of language, its structure, uses, and the meaning of its terms; into a knowledge of humanity, its races, governments, and religions. If children are to share in the benefits of the object for which the school is established, they must observe the laws which inhere in the very constitution of it. They must obey the teacher, they must study the books, they must be polite, forbearing and kind to one another. It often happens that a child enters the school and refuses to follow the laws that reside in the structure and purpose of the school. He is willful and conceited, and thinks his own way better than the necessary and essential way ordained for him. He has the same sort of experience the engineer has who attempts to run his engine from the turntable, without reference to the railway lines laid for it. There is friction and trouble. Various methods of punishment are resorted to with the view to get his will to move along the lines laid for it. If rebuke and punishment fail, then he is turned out, to attempt the stupid and insane experiment of getting himself through the world without reference to the laws fixed for his will to obey. Of course he does not go far. He turns up sooner or later in the jail, the hospital, the penitentiary, or the poorhouse.