There is a presupposition implicit in the writings and practices of educators which is of interest in its own right and to educational theory generally. It is that some desirable state of mind or charactertrait will be best developed by an institution whose workings reflect the principle, which is thought desirable when personalized as a character-trait. Thus Plato assumed that justice in the individual soul would flourish in a society whose organization satisfied the conditions required by this principle. The institution of punishment has been defended on similar grounds. It is claimed that it is a manifest exemplar of justice and that children who witness its operation will receive the imprint of justice on their minds. Alternatively it is assumed that if certain procedures characterize the working of an institution (e.g., rules decided by appeals to authority, by democratic discussion, etc.) corresponding attitudes of mind will be fostered amongst its members. A.S.Neill, for instance, assumes that his ideal of self-regulation or freedom of the individual will be best developed in an institution in which external regulation is at a minimum, and in which such regulation as there is does not stem from the authority of adults.