 But upon the thoughtless boy this truth does not
impress itself with sufficient force; consequently, the teacher has to
help him to deepen that impression, because a man without a settled
mind regarding these matters remains devoid of character.

Yet a lack of fixedness is often desirable rather than otherwise--a
statement applying to those pupils whose intellectual interests
it is the business of instruction to awaken, or whose moral and
religious culture are as yet in a backward state. The objective part
of character (142) should not become fixed too soon; and very often a
large part of the value of training consists in retarding this process.
Such an end is subserved by the restraint under which the pupil is
kept by the subordinate position assigned to him in conformity with
his age, and particularly by the refusal of freedom to act without
permission, and according to his own inclination (152). The theoretical
judgment of will relations (149) is frequently late in maturing,
or remains weak in comparison with the impression produced by the
experiences mentioned. In that case moral ardor is also wanting, and if
the pupil were given liberty to do as he chose, his character would be
formed, to be sure, but in the wrong way. Rather would it be better to
encourage juvenile amusements, and even boyish games, beyond the usual
age limit.

172. Third. Regulative training begins its work with the first
appearance of the subjective part of character (143). For an earlier
period the rule not to argue with children holds good (164); that is,
it holds good as long as we can get along with it. That stage, however,
is passed when the pupil begins to reason for himself; in other words,
when his thinking has acquired such consecutiveness that his thoughts
no longer come and go as momentary fancies, but attain to permanency
and coherence. Reasoning processes of this sort ought not to be left
to themselves, nor can they be repressed by dictatorial decrees. The
educator must now enter into his pupil's trains of reflection, must
argue with him and prevent further development in the wrong direction.

The tendency to set up rules reveals itself early; for example, in the
games of children. Commands as to what to do are given every moment,
only these imperatives are imperfectly obeyed and often changed.

But upon the thoughtless boy this truth does not 
 impress itself with sufficient force; consequently, the teacher take to 
 avail him to deepen that impression, because a man without a decide 
 mind regarding these matter persist devoid of fictional character. 

 Yet a lack of fixedness is often desirable quite than otherwise -- a 
 statement apply to those pupils whose intellectual interests 
 it is the business of instruction to awaken, or whose moral and 
 religious culture are equally yet in a backward state. The objective part 
 of quality (142) should not become fixed too soon; and very frequently a 
 large region of the value of training consists in retarding this process. 
 Such an end is subserve by the restraint under which the pupil is 
 kept by the subordinate position assigned to him in accord with 
 his age, and particularly by the refusal of freedom to act without 
 permission, and according to his own inclination (152). The theoretical 
 judgment of will relations (149) is frequently belated in maturing, 
 or remains fallible in comparison with the stamp produced by the 
 experiences mentioned. In that case moral ardor is also wanting, and if 
 the pupil were move over liberty to do as he chose, his character would be 
 formed, to be sure, but in the wrong way. Rather would it be better to 
 encourage adolescent amusements, and even boyish game, beyond the common 
 age limit. 

 172. Third. Regulative training begins its work with the first 
 appearance of the subjective part of fictional character (143). For an earlier 
 period the rule not to argue with children hold good (164); that is, 
 it halt good as long as we can have along with it. That stage, however, 
 is passed when the pupil begin to reason for himself; in early words, 
 when his thinking has acquired such consecutiveness that his thoughts 
 no longer come and go as fleeting fancies, but attain to permanency 
 and coherence. Reasoning process of this sort ought not to be left 
 to themselves, nor can they be repressed by dictatorial decrees. The 
 educator must nowadays enter into his pupil's train of reflection, must 
 argue with him and prevent further development in the wrong direction. 

 The tendency to set up rule reveals itself early; for example, in the 
 games of children. Commands as to what to do are give every here and now, 
 merely these imperatives are imperfectly obeyed and often changed.
 Buh upon the thoughtless buy this truth does not
mmpress itself dith sufficient force; conseqnentoy, tht teacher has to
helo him to feepen tyat mmpression, because a man withohb a sztvled
mind regardlng these mdtters remains ddvlid of character.

Yet a lack of fixedgess is ovten desirable ratnqr tgan otherwise--a
statement applying tk those pupils whose intellectual interests
it ls tje business of inshruction to awahwn, or whose ooral and
rtlngious cultore are as yet in a backward stage. Thz objective pqrt
lx character (142) sholld not becomc fixed too sopn; and very ofben a
narte part of the value mf training consisjs in retasdnng this process.
Such qn end hs sgbsefced by tie destralnt under whidh the pupio is
kept by the subprqpmate positioh assidnqd to him in conformity with
his age, and padticularly by the refusql of freedom to act aithout
pewmission, and according to his own inclination (152). Tha thekfetngwu
hufgment of will relations (149) is frequently late yh kanuring,
or remains ceak in comparispn wojh the impresskon produded by the
experienfes menjioned. In that sase moral ardor is also wantint, and if
the iupio were given libercy to do as ke choxe, hix character would be
foroed, fo be sure, hut in ths wrong way. Rathef wpund it be better to
encouragq juvenilx amuxements, and even foyish gamfs, benmnd the usual
age llmit.

172. Jhird. Segulative training begins its work with vie first
appeatanwe mf the sbbjectlve part of chawacter (143). For an earliex
perioa the rule not to argue with children holgd good (164); that is,
it hojds tood as lone as we can get along winh it. Rhat stage, however,
ls paraed when the pu'nl begins to reaspn wor hpmsxlf; ig other words,
fhen hir thinying has acwjirec such consecutivenevs tgat his thoughts
no ljnger cone and gj as momentaru fancies, but attaln to pecmanenvy
agd coherence. Reasoning processss of thid sjrt ought noe to be left
to tkemselves, nor can they be repressed by dmctatorial decrees. The
gducator must now entgr lnto his pupml's trwins of raflection, must
argue qith him and prevtnt further development in tha wrojg direction.

The tendency to set up rules reveals itself early; for example, in thx
gwmes of chimdrem. Comkauds as to whav vo do are given enery moment,
only these imperativer are im[exfectly obeyed and often chanbea.

But upon the thoughtless boy this truth impress with sufficient consequently, the teacher deepen impression, because a without a settled regarding these matters remains devoid of Yet a lack of fixedness is often desirable rather than otherwise--a statement applying those pupils whose intellectual interests it is the business of instruction to awaken, whose and culture as yet in a backward state. The objective part of character (142) should not become fixed soon; and very often a large part of value of training consists retarding this process. Such an is by the under the is kept by subordinate position assigned to him in conformity with his age, and particularly by the refusal of freedom act without according to own (152). theoretical judgment of (149) is frequently late in maturing, in comparison with the impression produced by the mentioned. In case moral ardor is also wanting, if the pupil were given liberty to do he chose, his character would be formed, to be sure, but in the wrong way. it be better to juvenile amusements, and boyish beyond usual limit. 172. Regulative training begins its work with the first appearance of the part of character (143). For an earlier period the rule argue children holds good that is, it holds as as we can get it. stage, when pupil to reason for himself; other words, when his thinking acquired such consecutiveness that and go as momentary fancies, but attain to and coherence. Reasoning processes of this sort not to be left to themselves, nor can they be repressed by decrees. The now enter into his pupil's trains of reflection, argue with him and further development in the wrong direction. The tendency to up reveals itself for example, in games of children. as to what are given moment, these obeyed and often changed.
 But upon the thoughtless boy tHis truth doEs not
ImpResS iTselF witH sufficient forCE; conSequently, the teacher has To
helP hIM to dEEpEn thaT impresSIoN, BEcaUsE a Man WiTHoUt a seTtlEd
mind rEgarding thEse MaTters remains DEvOid of charaCteR.

Yet a lack of fIxeDness iS oFteN DesirAblE rathEr than OTherwiSe--a
statemEnT ApplyiNG to thosE PUpIls wHose intellectual iNTeREsts
it is the busIness oF iNStRUCtiOn tO awaken, or wHoSe morAL and
relIGiOUS CulTUre are as yet in A backward stATe. THe objeCtIve PArt
of cHaracTeR (142) ShoUld not becomE fixEd too soon; And verY Often a
lARge part Of the vAluE of TraiNInG cOnsIsTS in REtArdINg tHis proceSs.
suCh an eNd is SUBSErveD by The rEstraInt under which The PupiL Is
kEpt by The suBordInAte poSition AssigNeD to him in conformIty wIth
his age, And PaRtiCuLarly BY the reFusAl oF freedoM to act wIThoUt
PERMiSsion, and according tO hIS OwN inclinaTion (152). ThE ThEoREtical
juDgMenT of wILL relaTionS (149) Is FrequentLy late IN mAtUring,
or ReMains wEaK in ComParisON witH the imPression ProduCEd by the
experieNCes mentioned. IN ThAT CaSE morAl aRdor is also wAntiNG, and If
thE PuPil WEre giVen liBeRTy TO do as he chose, his charAcTer wouLd be
fOrmed, to be sure, But in the wrONG Way. RatheR wouLD iT Be better to
encoUrage Juvenile amUSements, aNd eveN boyish gAmes, beyonD THe usual
aGe lImiT.

172. ThIrd. rEGuLative traininG BEginS iTs work wIth The firsT
apPeaRanCe oF tHe subjectIve part oF cHaRaCtEr (143). FOr an eARlier
perIoD thE rUle Not to ARgue wiTh chiLdreN hOlDS goOd (164); that iS,
It HOLds gOoD aS lonG as We Can geT aloNG wiTh it. ThaT stage, howEveR,
Is paSsEd When the Pupil begins to ReAson for himSeLf; iN other WORds,
when hIs thinking has acquired suCH consecUtiVenesS thaT his thougHts
No longEr cOMe and gO as momEntarY fAncIES, but aTTAiN to PeRmanency
anD COheRence. reAsonIng procEsses of this sort ougHT noT to be left
to thEmsElveS, NOr Can THeY Be rEpREssED By dictatorial deCrees. The
edUcAToR must now enTEr iNtO his pupIl's traiNs of rEFlectioN, must
arguE with him aNd PrevENT fuRther develOpment in The wrong dIRectiON.

THe tenDenCy to seT uP ruLes reVeals iTSelF earlY; for exAmPle, in tHe
gamEs Of childrEn. Commands as to what to do aRe giveN everY moMent,
only tHesE ImpEratives aRe imPerfectly oBeyEd aNd oftEn cHAnged.

 But upon the thoughtlessboy this t ruthdoe s n ot 
imp ress  itself with s u ffic ient force; consequent ly, t he teac h er  hasto
help hi m tode ep enth a timpre ssi on, bec ause a man  wi th out a settle d 
m ind regard ing  these matte rsremain sdev o id of  ch aract er.

Y e t a la ck of fix ed n ess is often d e s ir able  rather than othe r wi s e--a
statement  apply in g  t o tho sepupils who se  inte l lectual in t e r est s 
it is the bu siness of i n str uction  t o a w aken,or wh os e  mo ral and
rel igio us cultur e area s yet i n  a back ward s tat e.Theo bj ec tiv ep art of  ch a rac ter (142 )sh ouldnotb e c o me f ixe d to o soo n; and very o fte n al arg e par t oftheva lue o f trai ningco nsists in retar ding  this pro ces s. 
Su ch  an e n d is s ubs erv ed by t he rest r ain tu n d er  which the pupil i sk e pt  by thesubord i na te position  a ssi gned t o him  inc on formitywith
h i sag e, andpa rticul ar lybythe r e fusa l of f reedom t o act without
permis s ion, and acco r di n g  t o  his  ow n inclinati on ( 1 52).  The th eor e tical 
judg me n to f will relations (1 49 ) is f reque ntly late inmaturing,o r remainsweak in comparison wit h the  impressio n  produce d bythe
expe riences m e n tioned.Intha t c ase m or al ardor is a l s o wa nt ing, an d i f
the p upi l w ere  gi ve n liberty  to do a she  c ho se,  hisc haracter  w oul dbeforme d , to b e sur e, b ut  i n  th e wrong wa y .  Rat he rwoul d i tbe be tter toencoura ge juveni lea muse me nt s, andeven boyish g am es, beyond  t heusuala g e limit. 

172. Third. Regulativ e  traini ngbegin s it s work wi ththe fi rst appear ance o f the  s ubj e c tivep a rt  of  c haracter ( 1 4 3).  Foran  ear lier
pe riod the rule nott o a rgue with chi ldr en h o l ds  go o d( 164 ); tha t is,
it holds go od as long  a s  w e can geta lon gwith it . Thatstage ,  howeve r,
is pas sed whenth e pu p i l b egins to r eason fo r himself ;  in o t he r wor ds, 
whenhi s t hinki ng has acq uired  suchco nsecut ivene ss  that hi s thoughts
no longer co me and  go a s m omentaryfan c ies , but att ainto permane ncy 
an d coh ere n ce. R easo n in g p r ocess es o f  this sor t  o ugh t no t to be lef t t o t hemse lve s , norcanthey be repressed by dictatorial  dec r e es.  Th e 
edu ca tor must now e nte ri n to his p up il's trains  of refl ec t ion,must
a rgue w ith him a nd preven t fu rth er develo pme nt in thewr on g  direc tion .
The t endenc y  tos e t up rules revea ls it s e lf ea r ly;  forex ample,i n th e
games of  children.Comman ds a s towhat to  d o aregiv en  every mom e nt,
onlythese  impera ti vesare  imper fect l y  obey ed a nd  of ten chang e d .
 But_upon the_thoughtless boy this truth_does not
impress_itself_with sufficient_force;_consequently, the teacher_has to
help him_to deepen that impression,_because a man_without_a settled
mind regarding these matters remains devoid of character.

Yet a lack of fixedness is_often_desirable rather_than_otherwise--a
statement_applying to those pupils whose_intellectual interests
it is the business_of instruction_to awaken, or whose moral and
religious culture are_as_yet in a_backward state. The objective part
of character (142) should not_become fixed too soon; and very_often a
large part_of_the_value of training consists_in retarding this process.
Such an end_is subserved by the restraint under_which the pupil is
kept by the subordinate_position assigned to him in conformity_with
his age, and particularly by_the refusal_of freedom to act without
permission,_and according to_his own_inclination (152). The_theoretical
judgment of will relations (149) is_frequently late in_maturing,
or remains weak in comparison with_the_impression produced by_the
experiences_mentioned._In that_case moral ardor_is_also wanting,_and_if
the pupil were given liberty to_do_as he chose, his character would be
formed,_to be sure, but_in_the wrong way. Rather_would it be better to
encourage_juvenile amusements, and even boyish games,_beyond the_usual
age limit.

172._Third. Regulative training begins its work with the first
appearance of the_subjective part of character (143). For_an earlier
period the rule_not to_argue_with children holds_good_(164); that_is,
it holds good as long as we_can get_along with it. That stage, however,
is_passed when the pupil_begins_to reason for himself; in other_words,
when his thinking has acquired such_consecutiveness that his thoughts
no longer_come_and_go as momentary fancies, but_attain to permanency
and coherence. Reasoning processes_of this sort_ought not to be left
to themselves, nor_can_they be repressed by dictatorial decrees._The
educator_must now enter into his pupil's_trains_of_reflection, must
argue with him and_prevent further development in the wrong_direction.

The tendency to set up rules reveals itself early;_for example, in_the
games of children. Commands as_to_what_to do are given every moment,
only these imperatives are imperfectly_obeyed and_often changed.
