end that his life may be a success, no one else shall be allowed to interfere with him or to demand a share in the product of his efforts. That is what the function of the state is; and if it does more or less it fails of its function.
Discipline, therefore, is the great need of our time. It should be the first object of education. By it we mean something much more than the mental training about which we used to hear so much. We mean training of thought, feeling, and emotions, so as to apprehend and appreciate all things correctly; and habits of self-control so as to hold one's self within the limits which enable free men in a free society to live in harmony and pursue their ends successfully without encroaching on each other. Our children need it. Their freedom and fearlessness give them spirit and courage; but they lack form and training—they would not be any less free if they were considerably chastened. We need it as parents; we should discharge our responsibilities in that relationship much better if we were schooled to more patience and to more rational methods of exercising authority or instruction. We need it in social relations, because it is only by virtue of discipline that men can co-operate with each other. The notion that co-operation is a power which can take the place of the intelligence of well-trained men, is itself a product and proof of undisciplined thinking. Men increase their power indefinitely by co-operation and organization; but in order to co-operate they must make concessions. The prime condition is concord, and it is only disciplined men who are capable of attaining to that. It has often been said that men have to surrender their liberty in order to organize; but it is better stated that they gain new power consistently with liberty by organizing. We