entle words forestall, if anything can, all severer measures.

138. The teacher does not look upon the progress resulting from his
teaching with feelings of indifference. His sympathy, even solicitude
it may be, cooperates powerfully with the greater or lesser degree
of interest awakened in the learner. Training, however, can never be
made a substitute where there is no interest or, worse still, where
indifference has become positive dislike.

139. In instruction the presence of interest cannot be simply assumed;
just as little can good intentions on the pupil's part always be
presupposed in training. One thing, however, must be taken for granted:
the pupil must not have come to feel that the discipline is weak and
the instruction poor. Any defect in either direction must therefore be
traced to its source and remedied. When pupils feel free to do as they
please, when they think they have good cause to blame the teacher for
their failure to make progress, his manner will be of no avail; and
futile attempts only make matters worse.

140. In some cases training becomes blended with government to such
an extent that it can scarcely be distinguished from the latter.
As an example, we may mention the large educational institutions
conducted on a military basis, where the individual pupil is carried
along by the general system, rather than made the object of special
care. In other cases, training and government remain farther apart
than is necessary; an instance of this is when a strict father keeps
himself at a distance, and leaves the business of training, within
the prescribed rigid limits, to the tutor of his children. At all
events, a distinction must be made between the two concepts, training
and government, in order that the teacher may know what he is doing,
and may notice what is perhaps lacking; we are justified in adding,
in order that he may save himself useless effort. For training is not
uniformly effectual, regardless of circumstances; the teacher needs to
be watchful in this matter in order that the opportune moment for doing
what can be done may not escape him.




CHAPTER II

=The Aim of Training=


141. While the aim of instruction was rendered sufficiently
determinate, as we saw above (17, 64, 65), by the injunction,
be perfect, the aim of training, which supplements educative
entle words forestall, if anything can, all severer measures. 

 138. The teacher does not look upon the progress result from his 
 education with feelings of indifference. His sympathy, even solicitude 
 it may be, collaborate powerfully with the bang-up or lesser academic degree 
 of interest awakened in the learner. education, however, can never be 
 make a substitute where there be no interest or, worse even, where 
 nonchalance has become positive dislike. 

 139. In instruction the presence of interest cannot be merely assumed; 
 just as short can good intentions on the pupil's region always be 
 presupposed in training. One thing, however, must be taken for grant: 
 the pupil must not have come to feel that the discipline is weak and 
 the instruction poor. Any defect in either direction must therefore be 
 traced to its source and remedied. When pupils feel free to do as they 
 please, when they think they have full cause to blame the teacher for 
 their failure to name advancement, his manner will be of no avail; and 
 futile attempts only make matters worse. 

 140. In some cases training becomes blend with government to such 
 an extent that it can scarcely be distinguished from the latter. 
 As an example, we may mention the large educational institution 
 conducted on a military basis, where the individual pupil is carried 
 along by the general system, preferably than made the object of special 
 care. In other subject, training and government remain far apart 
 than is necessary; an instance of this is when a strict father keep 
 himself at a distance, and forget the business of training, within 
 the appointed rigid limit, to the tutor of his child. At all 
 events, a eminence must be made between the two concepts, training 
 and government, in order that the teacher may sleep together what he is doing, 
 and may notice what is perhaps lacking; we are justified in adding, 
 in order that he may save himself useless effort. For education is not 
 uniformly effectual, regardless of circumstances; the teacher necessitate to 
 be watchful in this matter in order that the opportune moment for doing 
 what can be done may not escape him. 




 CHAPTER II 

 = The Aim of Training= 


 141. While the bearing of instruction was rendered sufficiently 
 determinate, as we saw above (17, 64, 65), by the injunction, 
 be perfect, the aim of training, which supplement educative
entpe words forestall, if annthing can, all sgvwrer mxasures.

138. The teazher does not look upon the 'rogeess eesulting from his
teacfing with feelingw of undifferenrs. His snipatgn, eveu wolicitude
it msy be, cooparates powerfunlh cith the greater or lesser degree
of ynteresy wwakened in thg leagnqr. Tdaining, however, can never be
made a substiuute where there ix no interest or, worse stipl, wjere
indifference hws become pisityce dislike.

139. Iv instructpmn the preaence of interest cannot be simoly axsumed;
just aw lljtle can goov integtions on thc pupil'v part slways be
presuiposev in training. One thing, hmwever, must be takgn for grattzd:
the pupil must not yace coke tm fedo tfat tie siscippinx is weak ahd
the instryction poor. Any deftct pm either dirsction mtst therefore be
traced to its source ang rsmedied. When pupils feeo free to do as they
ppease, wheg they think they have good cause to blame the tedcher wor
uhclr fxulkre to make progress, his manner will be of no zvsik; and
futile atbempts only make msthetf worse.

140. In sooe casza fraining becomes bpended rith tovernmenu to xuch
an extent that it can sxarcely be dpstibguished from the patter.
As an exakple, ee may mention the largz educztional inshitutions
dunducted on a miuitsrf basis, where the individuwl pupil ms caxried
alovg bi the gqneral syshem, rather than made the objeet of special
cage. In other cases, training and jpvernment rekahn xarther cpart
tman is necessarr; an instance pf this is wfen a stribt father keeps
himsejf at a distatfe, and leavev the bufinews od trainkvg, within
the ptescribed rigid limuts, to the tutor on his dhildren. At all
zrebts, a distinctipn ouse he mwge between tve tdo zpncepgs, training
cna gofernment, in order thdt tge teacher may knoe rhat he us doing,
wnd may noticr what is perhaps packiig; we ere juxtisied in adding,
in order that he may save hiiself uselesf efnort. For trainnng is not
uniformly effectual, regardless of circumstances; rhe teacher needs tp
ne watchful mn thif matter hn order that the opportune moment fov doing
what can be dons may tot edcape him.




CHAPTER II

=The Aim of Training=


141. While the aim of instruction was rwnderev fufficientlg
detrrmindtz, ax we sww auote (17, 64, 65), by the injumction,
be perfect, the aim of tramning, whicv fupplements educative
entle words forestall, if anything can, all 138. teacher does look upon the with of indifference. His even solicitude it be, cooperates powerfully with the greater lesser degree of interest awakened in the learner. Training, however, can never be a substitute where there is no interest or, worse still, where indifference has positive 139. instruction presence of interest cannot be simply assumed; just as little can good intentions on the pupil's always be presupposed in training. One thing, however, be taken for granted: pupil must not have come feel the discipline weak the poor. Any defect either direction must therefore be traced to its source and remedied. When pupils feel free to do they please, think they good to the teacher for to make progress, his manner will avail; and futile attempts only make matters worse. In some training becomes blended with government to an extent that it can scarcely be distinguished the latter. As an example, we may mention the large educational institutions conducted on a where the individual pupil carried along by general rather made object of care. In other cases, training and government remain farther apart than necessary; an instance of this is when a strict father at distance, and leaves business of training, within prescribed limits, to the tutor children. all must made the two concepts, training government, in order that the may know what he what is perhaps lacking; we are justified in in order that he may save himself effort. For training is not uniformly effectual, regardless of circumstances; the teacher to be this matter in order that the opportune moment doing what can be may not escape him. CHAPTER II =The Aim of 141. the aim instruction was rendered determinate, as we above (17, 64, the injunction, perfect, aim supplements educative
entle words forestall, if anytHing can, all SeverEr mEasUrEs.

138. ThE teaCher does not looK Upon The progress resulting frOm his
TeAChinG WiTh feeLings of INdIFFerEnCe. his SyMPaThy, evEn sOlicituDe
it may be, cOopErAtes powerfulLY wIth the greaTer Or lesser degrEe
oF interEsT awAKened In tHe leaRner. TrAIning, hOwever, can NeVEr be
maDE a substITUtE wheRe there is no intereST oR, Worse still, wherE
indifFeREnCE Has BecOme positivE dIslikE.

139. in instrUCtION The PResence of inteRest cannot bE SimPly assUmEd;
jUSt as liTtle cAn GOod Intentions oN the Pupil's parT alwayS Be
presuPPosed in TrainiNg. ONe tHing, HOwEvEr, mUsT Be tAKeN foR GraNted:
the pUpIl Must nOt haVE COMe to FeeL thaT the dIscipline is weAk aNd
thE InsTructIon poOr. AnY dEfect In eithEr dirEcTion must therefoRe be
Traced to iTs sOuRce AnD remeDIed. WheN puPilS feel frEe to do aS TheY
pLEASe, When they think they hAvE GOoD cause to Blame tHE tEaCHer for
thEiR faIlurE TO make ProgREsS, his mannEr will BE oF nO avail; aNd
Futile AtTemPts Only mAKe maTters wOrse.

140. In soMe casES training becomES blended with gOVeRNMeNT to sUch
An extent thaT it cAN scaRcelY Be DisTInguiShed fRoM ThE Latter.
As an example, we MaY mentiOn the Large educatioNal instituTIONs
conducTed oN A mILitary basis, wheRe the Individual PUpil is caRried
Along by tHe general SYStem, rathEr tHan MadE thE OBjEct of special
cARE. In oThEr cases, TraIning anD goVerNmeNt rEmAin fartheR apart
thAn Is NeCeSsaRy; an iNStance of ThIs iS wHen A striCT fatheR keepS
himSeLf AT a dIstance, ANd LEAves ThE bUsinEss Of TrainIng, wIThiN
the preScribed riGid LImitS, tO tHe tutor Of his children. at All
events, a DiStiNction MUSt be made Between the two concepts, trAIning
anD goVernmEnt, iN order thaT thE teachEr mAY know wHat he iS doinG,
aNd mAY NoticE WHaT is PeRhaps lackiNG; We aRe jusTiFied In addinG,
in order that he may sAVe hImself useless EffOrt. FOR TrAinINg IS noT
uNIfoRMLy effectual, regaRdless of ciRcUMsTances; the tEAchEr Needs to
Be watchFul in THis mattEr in order That the opPoRtunE MOmeNt for doing
What can bE done may nOT escaPE hIm.




CHApTEr II

=The aiM of trainIng=


141. WhiLE thE aim oF instrUcTion waS rendErEd sufficIently
determinate, as we saW above (17, 64, 65), By the InjUnction,
be PerFEct, The aim of tRainIng, which suPplEmeNts edUcaTIve
entle words forestall, ifanything c an, a llsev er er m easu res.

138. The teac her does not look upon  thepr o gres s  r esult ing fro m  h i s 
te ac hi ngwi t hfeeli ngs  of ind ifference.  Hi ssympathy, ev e nsolicitude 
it  may be, coo per ates p ow erf u lly w ith  thegreate r  or le sser degr ee of int e rest aw a k en ed i n the learner. Tr a in i ng, however, c an nev er be m ade  asubstitute  w heret here is no i n ter e st or, worsestill, wher e 
in differ en ceh as bec ome p os i tiv e dislike.
139 . In inst ructio n  the pr e sence o f inte res t c anno t  b esim pl y  as s um ed; jus t as lit tl ecan g oodi n t e ntio nson t he pu pil's part al way s be pre suppo sed i n tr ai ning.  One t hing,  h owever, must be  tak en for gr ant ed :
t he  pupi l  mustnot  ha ve come  to fee l  th at t h ediscipline is weak  a n d 
t he instr uction po or .  Any def ec t i n ei t h er di rect i on  must th erefor e  b etracedto  its s ou rce  an d rem e died . When  pupilsfeelf ree to do as t h ey
please, wh e nt h ey thin k t hey have go od c a useto b l am e t h e tea cherfo r 
t h eir failure to make  p rogres s, hi s manner will  be of noa v a il; andfuti l ea ttempts only m ake m atters wor s e.

140.  In s ome case s trainin g becomesble nde d w ith g ov ernment to su c h 
anex tent th atit cansca rce lybedi stinguish ed fromth ela tt er. 
As a n  example ,wema y m entio n  the l argeeduc at io n alinstitu t io n s 
con du ct ed o n a  m ilita ry b a sis , where  the indi vid u al p up il  is car ried
along by  t he general  s yst em, ra t h er thanmade the object of spec i al
care . I n oth er c ases, tra ini ng and  go v ernmen t rema in fa rt her a partt h an  is  n ecessary;a n  in stanc eof t his iswhen a strict fath e r k eeps
himselfata di s t an ce, an d  le av e s t h e  business of tr aining, wi th i nthe prescr i bed  r igid li mits, t o the tutor o f his chi ldren. At  a ll
e v e nts , a distin ction mu st be mad e  betw e en  thetwo  conce pt s,train ing
an d  go vernm ent, i norderthatth e teache r may know what he is d oing,and m aynotice wh ati s p erhaps la ckin g; we arejus tif ied i n a d ding, 
ino rd ert hat h e ma y  save him s el f u s e le ss effort.F o r  tr ainin g i s  not
u nifo rmly effectual, r e gardless of ci rcum s t anc es; thete acher needs to 
be  w a t chful in  t his matterin order  t h at th e oppo rtunemomentf o rd oing
w hatcan  be donemay  n o t escap ehi m .



CHAP TE R II
=The A i m of T raining=


141.While t he ai m  of  inst ru ction w a s re ndered suf ficiently
d etermi nate , aswe sawab ove (1 7,64 , 65), byt he injunc tion, 
be per fe ct,the  aim o f tr a i ning,  whi ch  su pplements e du c at iv e 
entle words_forestall, if_anything can, all severer_measures.

138. The_teacher_does not_look_upon the progress_resulting from his
teaching_with feelings of indifference._His sympathy, even_solicitude
it_may be, cooperates powerfully with the greater or lesser degree
of interest awakened in the_learner._Training, however,_can_never_be
made a substitute where there_is no interest or, worse_still, where
indifference_has become positive dislike.

139. In instruction the presence_of_interest cannot be_simply assumed;
just as little can good intentions on the_pupil's part always be
presupposed in training._One thing, however,_must_be_taken for granted:
the pupil_must not have come to feel_that the discipline is weak and
the_instruction poor. Any defect in either direction_must therefore be
traced to its source_and remedied. When pupils feel_free to_do as they
please, when they_think they have_good cause_to blame the_teacher for
their failure to make progress,_his manner will_be of no avail; and
futile attempts_only_make matters worse.

140._In_some_cases training_becomes blended with_government_to such
an_extent_that it can scarcely be distinguished_from_the latter.
As an example, we may mention_the large educational institutions
conducted_on_a military basis, where_the individual pupil is carried
along_by the general system, rather than_made the_object of_special
care. In other cases, training and government remain farther apart
than is_necessary; an instance of this is_when a strict father_keeps
himself at_a_distance, and leaves_the_business of_training, within
the prescribed rigid limits, to the_tutor of_his children. At all
events, a distinction_must be made between_the_two concepts, training
and government, in order_that the teacher may know what_he is doing,
and may notice_what_is_perhaps lacking; we are justified_in adding,
in order that he may_save himself useless_effort. For training is not
uniformly effectual, regardless_of_circumstances; the teacher needs to
be watchful_in_this matter in order that the_opportune_moment_for doing
what can be done_may not escape him.




CHAPTER II

=The Aim_of Training=


141. While the aim of instruction was rendered_sufficiently
determinate, as we_saw above (17, 64, 65),_by_the_injunction,
be perfect, the aim of training, which supplements educative