s that have been in force since
the beginning of civilization, but less effectively. And let us bear
clearly in mind that, for the time being, we are confining our attention
to the forces which act on the individual from without. That is the
thread we are following--the second consideration in our summary.

The influences and restraints which act on the boy or girl, as they go
forth from the home circle, are of various forms and kinds, but they may
be grouped in a few simple classes.

First: The school with its teachers and teachings.

Second: The influence of example and imitation--what others of their age
and kind are doing.

Third: The influence of public opinion, of tradition and customs--what
everybody seems to think is all right and approves, on the one hand, and
what is considered wrong and unworthy, on the other.

Fourth: Laws and regulations of constituted authorities.

Fifth: Sunday school and church--the religious influence with its
standards of wickedness and goodness.

If we consider these in order, we are not impressed by any striking
change in the school influence. In many respects, no doubt, schools are
better planned and more intelligently managed than they ever were
before. More attention is paid to ventilation, hygiene, recreation, on
the one hand; and on the other the methods employed in imparting book
knowledge are probably more enlightened.

As regards the question we are discussing--obedience, discipline,
respect for authority--on the whole, there has probably been no great
change. In the class-room and throughout the school regime, strict
obedience is still maintained as an essential requisite, just as it has
always been. The punishments and penalties for disobedience are perhaps
a little less severe and drastic, but without any real difference in
effect.

The only question worth raising in this connection is how far
school-teachers and school-rules are taken to heart by the average boy
or girl--how far they are made to apply to their notions and motives,
when school is left behind. School-books, school-teachers and
school-discipline are so apt to be bunched together and relegated to a
special corner of the mind.

Our second group--the influence of example and imitation--has probably
always been a more important factor in shaping conduct and character.
What the older boys, just above you, do and believe, makes a lot of
difference to you, if you are a boy.

It is no question here of