Whatever a public lesson may be, whatever its object, secular or ecclesiastic, whether its subject-matter is religious or scientific, from the bottom to the top of the scale, from the primary school and the catechism up to the great seminary, in upper schools and in the faculties, we find in abridgment the academic institution.

Of all social engines, it is probably the most powerful and the most efficient; for it exercises three kinds of influence on the young lives it enfolds and directs, one through the teacher, another through the fellow students and the last through rules and regulations.
On the one hand, the master, considered a scholar, teaches with authority and the pupils, who feel that they are ignorant, learn with confidence .-- On the other hand, outside of his family and the domestic circle, the student finds in his group of comrades a new, different and complete world which has its own ways and customs, its own sense of honor and its own vices, its own view of things (esprit de corps), in which independent and spontaneous judgments arise, precocious and haphazard presentiments, expressions of opinion on all things human and divine.

It is in this environment that he begins to think for himself, in contact with others like himself and his equals, in contact with their ideas, much more intelligible and acceptable to him than those of mature men, and therefore much more persuasive, contagious and exciting; these form for him the ambient, penetrating atmosphere in which his thought arises, grows and shapes itself; he here adopts his way of looking at the great society of adults of which he is soon to become a member, his first notions of justice and injustice, and hence an anticipated attitude of respect or of rebellion, in short, a prejudice which, according as the spirit of the group is reasonable or unreasonable, is either sound or unsound, social or antisocial .-- Finally, the discipline of the school has its effect.
Whatever its rules and regulations may be, whether liberal or despotic, lax or strict, monastic, military or worldly, whether a boarding or a day school, mixed or exclusive, in town or in country, with predominance of gymnastic training or intellectual efforts, with the mind given to the study of things or to the study of words, the pupil enters into a ready-made setting.

According to the diversities of this setting or framework he practices different exercises; he contracts different habits; he is developed or stunted physically or morally, in one sense or in a contrary sense.

Hence, just as the system is good or bad, he becomes more or less capable or incapable of bodily or mental effort, of reflection, of invention, of taking the initiative, of starting an enterprise, of subordinating himself to a given purpose, of willing, persistent association, that is to say, in sum, of playing an active and useful part on the stage of the world he is about to enter upon.