What we have here said as regards the necessity for the gradual relaxation of parental control applies of course not only to the parents themselves but to their substitutes--guardians, nurses, teachers and others who are placed in similar positions of trust and authority. There is indeed reason to believe that in these quarters the necessity of emancipation is often more in need of emphasis than among actual parents. Particularly is this the case with regard to certain institutions, where children would seem to be brought up with but little freedom or opportunity to learn the nature and conditions of autonomy or to adapt themselves to the varied circumstances of the outer world. In many of our schools also there is to some extent a lack of proper understanding or application of the principles which demand the gradual relaxation of parental and quasi-parental authority. Though here, as a rule, the evil is in practice less serious than it would at first appear to be; the granting of autonomy and the cultivation of responsibility and self-control in some directions usually compensating in large measure for the petty and foolish restrictions to which adolescent boys and girls, or even fully grown young men and women, are subjected in some of our larger and better known educational establishments. [Sidenote: The ethics of the family must however be brought into connection with wider social questions] These last considerations point the way to certain wider issues that are connected with the ethics of the family--issues with which we have already been brought face to face in Chapters XIII and XIV, and which we need therefore only refer to here by way of recapitulation. We have seen in these chapters that there exists a correlation between certain aspects or stages of development of the family on the one hand and certain forms of social or ethical institutions or organizations--particularly in the sphere of education, politics and religion--upon the other. Inasmuch as the attitude of the individual towards his teacher, his social or political superior, or his God, is to a very considerable extent derived from, and dependent on, that of the child towards his parent (the former attitude being a displacement of the latter), it is obvious that moral considerations and decisions with regard to the relationship of parent and child cannot altogether be divorced from the wider questions involved in the relations of the individual to his religious, social, and educational environment. [Sidenote: Our ethical conclusions in the two cases must harmonise with one another]