What method shall we use for instilling these ideas? The same which modern pedagogy applies in every branch of instruction. The rule is, Proceed from the known to the unknown; in introducing a new notion, connect it with some analogous notion already in the pupil's possession. The school offers excellent opportunities for developing the two ideas of law and punishment. In every school there exists a body of rules and regulations, or school laws. It should be made plain to the scholars that these laws are enacted for their own good. The government of the school should be made to rest as far as possible on the consent and co-operation of the governed. That school which does not secure on the part of the scholars a willing acceptance of the system of restraints which is necessary for the good of the whole, is a failure. In such an institution the law-abiding spirit can never be fostered. The play-ground, too, affords a preliminary training for future citizenship. On the play-ground the scholars learn to select and to obey their own leaders, to maintain the rules of the game, and to put down any infraction of them, whether in the shape of violence or fraud. They also learn to defer to the will of the majority--a most important lesson, especially in democratic communities--and to bear defeat good-humoredly.[20] The true idea of punishment should be brought home to the scholars through the discipline of the school. The ends of punishment are the protection of the community and the reformation of the offender. Nowhere better than in the little commonwealth of the school can these moral aspects of punishment be impressed; nowhere better can the foundation be laid for the changes which are so urgently needed in the dealings of the state with the criminal class. Everything, of course, depends upon the character of the teacher. His reputation for strict justice, the moral earnestness he displays in dealing with offenses, his readiness to forbear and forgive upon the least sign of genuine repentance--these are the means by which he can instill right notions as to what discipline should be. It has been suggested that, when a particularly serious case of transgression occurs, the teacher can sometimes produce a profound moral effect on the class by submitting the case to them as a jury and asking for their verdict.