 machinery of supervision, often even to
secret watching, in order that the system of concealment may not get
the better of education.

317. It lowers the dignity of the teacher to take part habitually
in a competition between spy and concealers. He must not demand to
know everything, although he ought not to allow his confidence to be
victimized by clumsy or long-continued deception.

Such difficulties, however, only make it more intensely necessary
that the foundation of education be laid during the earliest years,
when supervision is still easy, and the heart is reached by formative
influences with greater certainty than ever afterward, and that, if
possible, families should not for any length of time lose sight of
their own members.

Ethical and moral judgments can be simulated; the finest maxims and
principles may be learned by rote; piety may be put on as a cloak.
Unmask the hypocrite, however, and turn him out, and, forthwith, he
plays his game over again elsewhere. Nothing remains but recourse to
severity which deters, and constant occupation under close supervision
in another quarter, in order that he may get away from the hiding
places of his misdeeds. Sometimes banishment is capable of bringing
about improvement.

318. The will is most directly tractable in social relations, where it
appears as common will. In infancy, the child, wholly devoted to his
mother, is manageable through her; at a later period training is surest
of success when it promotes attachments among the young and carefully
fosters the seeds of goodness. The social ideas, purified by teaching,
must gradually be added.

319. But as far back as boyhood, factions spring up and exclusive
sets are formed, facts which the teacher cannot permit to elude his
vigilance.

When a kind of authority is granted to some older and tried pupils
over those younger and less mature in judgment, the former become
responsible; but the latter are not on that account relieved of all
reflection on their own part, nor are they obliged to submit to every,
though plainly unreasonable, demand of the former.




CHAPTER IV

=Special Faults=


320. First of all it is necessary to distinguish between those faults
which the pupil commits and those which he has. Not all faults one
machinery of supervision, often even to 
 secret watching, in order that the arrangement of privacy may not get 
 the better of education. 

 317. It lower the dignity of the teacher to take part habitually 
 in a rival between spy and concealers. He must not necessitate to 
 know everything, although he ought not to allow his confidence to be 
 victimized by clumsy or long - continued magic trick. 

 Such difficulties, however, only seduce it more intensely necessary 
 that the foundation of education be laid during the earliest years, 
 when supervision is still comfortable, and the heart is reached by formative 
 influences with great certainty than ever afterward, and that, if 
 potential, families should not for any distance of time suffer sight of 
 their own members. 

 Ethical and moral judgments can be simulate; the finest maxims and 
 principles may be learned by rote; piety may be put on as a cloak. 
 Unmask the hypocrite, however, and turn him out, and, forthwith, he 
 plays his game over again elsewhere. Nothing remains but recourse to 
 severity which deters, and constant occupation under close supervision 
 in another quarter, in order that he may have away from the hiding 
 places of his misbehavior. Sometimes banishment is able of bringing 
 about improvement. 

 318. The will is about directly amenable in social relations, where it 
 appears as common volition. In infancy, the child, wholly devoted to his 
 mother, is manageable through her; at a later period training is surest 
 of success when it advertise attachments among the young and carefully 
 fosters the seeds of goodness. The social theme, purified by teaching, 
 must gradually be added. 

 319. But as far back as boyhood, factions bounce up and exclusive 
 sets are formed, fact which the teacher cannot permit to elude his 
 vigilance. 

 When a kind of authority is accord to some older and try pupils 
 over those younger and less ripe in judgment, the erstwhile become 
 responsible; but the latter are not on that explanation relieved of all 
 reflection on their own share, nor are they obliged to present to every, 
 though plainly excessive, demand of the former. 




 CHAPTER IV 

 = Special Faults= 


 320. First of all it is necessary to spot between those faults 
 which the pupil commits and those which he has. Not all blame one
 mafhinery of supervision, onten even to
secrgt watchmng, in krder thxt the system of concealment mqy nou get
the better of dducation.

317. It lowees tie dignity of thx teachev to fwke 'act habitually
in a competidion between s[y aud concealers. He must not demand to
kgow evetyhhing, although he ptght not to allow his confidence to be
bictimieed by clumsy or lpng-continued deception.

Such difviculties, however, lnly make ij moww intensely vecessary
that the founsation of education be laid durkng tke earliest yward,
fhen supervmsion ps still easy, and the heart os reached by normavive
unfluences with greatxr certainty than evgr afterwasd, and that, if
possivlw, famhliev shuyld nou fpr any lfngvh of time mose sight if
their own members.

Tthybsl and moral judgmqnes can be simulated; the finest maxims atd
pdinciples may be learnee by rote; piety may bg put on af a cloak.
Unmask the hypocrite, however, and turn hik out, xnd, fjfrhaith, he
plays his game over again elsewhere. Noegimg remains but rccourse to
severity wjivr deters, and zonstauf kccupation under cpose sukervisuon
in anouher auarter, in order that he mat get away fgom rhe hiding
places oy his misdeebs. Somgtimes banishment is capable uf bdinging
abouh improvejdnt.

318. The will is oosn disectly tractable in social relationw, whzre it
apoearx as cjmmon will. In ikxancy, the child, whllly bevotad to his
mlther, is manageable through her; at a later petiog tgaining if surcst
of success wren it promotex attackments among the young end carefullr
fosters the vgeds of goodnxss. The sjciao idwas, purkwied by teachimg,
must grcbually be added.

319. But as far nack xa boyhood, factiins spring up and rxcuusyvv
sevs arq formed, factv whkch yhe tdacher cannig petmit to elude his
vighlande.

When a kind of aitmority is granted to some oldet and tried pupils
lver vhose bounget agd less mature in judgment, the former bfcoie
responsiblq; bub thg latter arz not on that account relieved of all
refoection on their oqn part, nor are thei onliged to suumit tj every,
thmugh plainly unreasobable, demand of tme former.




CHAPTER IV

=Spedial Fdults=


320. First of all it is necessary to distinguish between those faults
which thw pupil commits ans thpse wvieh ke has. Got elu faults one
machinery of supervision, often even to secret order the system concealment may not 317. lowers the dignity the teacher to part habitually in a competition between and concealers. He must not demand to know everything, although he ought not allow his confidence to be victimized by clumsy or long-continued deception. Such difficulties, only it intensely that the foundation of education be laid during the earliest years, when supervision is still easy, the heart is reached by formative influences with certainty than ever afterward, that, if possible, families should for length of lose of own members. Ethical moral judgments can be simulated; the finest maxims and principles may be learned by rote; piety may put on cloak. Unmask hypocrite, and him out, and, plays his game over again elsewhere. recourse to severity which deters, and constant occupation close supervision another quarter, in order that he get away from the hiding places of his Sometimes banishment is capable of bringing about improvement. 318. The will is most directly tractable relations, where it appears common will. In the wholly to mother, is through her; at a later period training is surest of success it promotes attachments among the young and carefully fosters the goodness. social ideas, purified teaching, must gradually be 319. as far back as spring and formed, which teacher cannot permit to his vigilance. When a kind authority is granted to over those younger and less mature in judgment, former become responsible; but the latter are on that account relieved of all reflection on their own part, nor they obliged to every, though plainly unreasonable, demand of the CHAPTER IV =Special Faults= First of all it is necessary to distinguish between faults the pupil and those which has. Not all one
 machinery of supervision, oftEn even to
seCret wAtcHinG, iN ordEr thAt the system of cONceaLment may not get
the betteR of edUcATion.

317. iT lOwers The dignITy OF The TeAcHer To TAkE part HabItually
In a competiTioN bEtween spy and COnCealers. He mUst Not demand to
kNow EverytHiNg, aLThougH he Ought Not to aLLow his ConfidencE tO Be
victIMized by CLUmSy or Long-continued decePTiON.

Such difficultIes, howEvER, oNLY maKe iT more intenSeLy necESsary
thAT tHE FOunDAtion of educatIon be laid duRIng The earLiEst YEars,
whEn supErVIsiOn is still eaSy, anD the heart Is reacHEd by forMAtive
inFluencEs wIth GreaTEr CeRtaInTY thAN eVer AFteRward, and ThAt, If
posSiblE, FAMIlieS shOuld Not foR any length of tIme Lose SIghT of
thEir owN memBeRs.

EthIcal anD moraL jUdgments can be siMulaTed; the finEst MaXimS aNd
priNCiples May Be lEarned bY rote; piETy mAy BE PUt On as a cloak.
Unmask thE hYPOcRite, howeVer, and TUrN hIM out, and, fOrThwIth, hE
PLays hIs gaME oVer again ElsewhERe. noThing reMaIns but ReCouRse To
sevERity Which dEters, and ConstANt occupation unDEr close supervISiON
In ANothEr qUarter, in ordEr thAT he mAy geT AwAy fROm the HidinG
pLAcES of his misdeeds. SometImEs baniShmenT is capable of bRinging
aboUT IMprovemeNt.

318. ThE WiLL is most directlY tracTable in socIAl relatiOns, whEre it
appEars as comMON will. In iNfaNcy, The ChiLD, WhOlly devoted to HIS
motHeR, is manaGeaBle throUgh Her; At a LatEr Period traIning is sUrEsT
oF sUccEss whEN it promoTeS atTaChmEnts aMOng the Young And cArEfULly
Fosters THe SEEds oF gOoDnesS. ThE sOcial IdeaS, PurIfied by Teaching,
mUst GRaduAlLy Be added.

319. but as far back aS bOyhood, factIoNs sPring uP ANd exclusIve
sets are formed, facts whICh the teAchEr canNot pErmit to elUde His
vigIlaNCe.

When A kind oF authOrIty IS GrantED To SomE oLder and triED PupIls
ovEr ThosE youngeR and less mature in juDGmeNt, the former beComE
resPONsIblE; BuT The LaTTer ARE not on that accouNt relieved Of ALl
Reflection ON thEiR own parT, nor are They oBLiged to Submit to eVery,
thougH pLainLY UnrEasonable, dEmand of tHe former.




ChaPTER iv

=SPeciaL FaUlts=


320. FiRsT of All it Is neceSSarY to diStinguIsH betweEn thoSe Faults
whIch the pupil commits and thOse whiCh he hAs. NOt all faulTs oNE
 machinery of supervision,  often eve n tosec ret  w atch ing,  in order that thesystem of concealmentmay n ot gett he  bett er of e d uc a t ion .
3 17.  I t  l owers  th e digni ty of thetea ch er to take p a rt  habituall y
i n a competit ion  betwe en  sp y  andcon ceale rs. He must n ot demand  t o 
knowe verythi n g ,alth ough he ought not to allow his conf idence  t o  b e vic tim ized by cl um sy or long-co n ti n u e d d e ception.

Suc h difficult i es,  howev er , o n ly mak e itmo r e i ntensely ne cess ary
thatthe fo u ndation of educ ationbelai d du r in gthe  e a rli e st  ye a rs, 
when su pe rv ision  iss t i l l ea sy,  and  theheart is reac hed  byf orm ative 
infl uenc es  with  great er ce rt ainty than ever  aft erward, a ndth at,  i f
pos s ible,fam ili es shou ld notf oran y l en gth of time lose s ig h t  o f
theirown me m be rs . 

Ethica land  mor a l  judg ment s  c an be si mulate d ;th e fines tmaxims  a ndpri ncipl e s ma y be l earned b y rot e ; piety may be put on as a c l oa k . 
U n mask  th e hypocrite , ho w ever , an d  t urn him o ut, a nd ,  f o rthwith, he
plays h is  gameoveragain elsewhe re. Nothin g r emains b ut r e co u rse to
severit y whi ch deters, and cons tantoccupati on underc l ose supe rvi sio n
i n a n o th er quarter, i n orde rthat he  ma y get a way  fr omthe  h iding
pla ces of h is  m is de eds . Som e times ba ni shm en t i s cap a ble of  brin ging 
a bo u t i mprovem e nt . 
318 .Th e wi llis  most  dir e ctl y tract able in s oci a l re la ti ons, wh ere it
appear sas commonwi ll.  In in f a ncy, the  child, wholly devotedt o his
m oth er, i s ma nageablethr ough h er; at a l ater p eriod  t rai n i ng is s ur est 
o f successw h enit pr om otes  attach ments among the yo u ngand carefully 
fo ster s th e s e ed s  of  g o odn e s s. The social i deas, puri fi e dby teachin g ,
m us t gradu ally be  adde d .

319.  But as f ar back a sboyh o o d,factions s pring up  and excl u sives et s are  fo rmed,fa cts  whic h thet eac her c annotpe rmit t o elu de  his
vig ilance.

When a kind of  autho rityisgranted t o s o meolder and  tri ed pupilsove r t hoseyou n ger a nd l e ss  ma t ure i n ju d gment, th e  f orm e r  b ecome
respo n s i ble ; but  th e  latte r ar e not on that acc o unt relieved o f al l ref lec t ionon  their own par t,no r are they  o bliged to s ubmit to  e v ery,though  plain ly unre a s on a ble, d eman d o f the for mer .


CHAP TE RI V

=Sp ecia lFaults =


32 0 . Fi r s t of all it is n ecess a r y tod ist ingui sh  betwee n  tho se faultswhich the p upil c ommi ts an d those  w hich h e h as . Not allf aults one 
 machinery_of supervision,_often even to
secret watching,_in order_that_the system_of_concealment may not_get
the better of_education.

317. It lowers the_dignity of the_teacher_to take part habitually
in a competition between spy and concealers. He must not demand_to
know_everything, although_he_ought_not to allow his confidence_to be
victimized by clumsy or_long-continued deception.

Such_difficulties, however, only make it more intensely necessary
that_the_foundation of education_be laid during the earliest years,
when supervision is still_easy, and the heart is reached_by formative
influences with_greater_certainty_than ever afterward, and_that, if
possible, families should not for_any length of time lose sight_of
their own members.

Ethical and moral judgments can_be simulated; the finest maxims and
principles_may be learned by rote;_piety may_be put on as a_cloak.
Unmask the hypocrite,_however, and_turn him out,_and, forthwith, he
plays his game over_again elsewhere. Nothing_remains but recourse to
severity which deters,_and_constant occupation under_close_supervision
in_another quarter,_in order that_he_may get_away_from the hiding
places of his misdeeds._Sometimes_banishment is capable of bringing
about improvement.

318. The_will is most directly_tractable_in social relations, where_it
appears as common will. In_infancy, the child, wholly devoted to_his
mother, is_manageable through_her; at a later period training is surest
of success when it_promotes attachments among the young and_carefully
fosters the seeds of_goodness. The_social_ideas, purified by_teaching,
must_gradually be_added.

319. But as far back as boyhood,_factions spring_up and exclusive
sets are formed, facts_which the teacher cannot_permit_to elude his
vigilance.

When a kind of_authority is granted to some older_and tried pupils
over those younger_and_less_mature in judgment, the former_become
responsible; but the latter are not_on that account_relieved of all
reflection on their own part,_nor_are they obliged to submit to_every,
though_plainly unreasonable, demand of the former.




CHAPTER_IV

=Special_Faults=


320._First of all it is_necessary to distinguish between those faults
which_the pupil commits and those which he has. Not_all faults one