 for correlation with
  mathematics. Biology, for instance, which is _qualitative_, since it
  deals with life, is a poor support for mathematics; but physics is a
  good one.

40. In general, it will always remain a matter of uncertainty whether
and how instruction will be received and mentally elaborated. To
diminish this uncertainty, if for no other reasons, there is need of
constant endeavor to put the pupil in a frame of mind suitable for
instruction. This task falls within the province of training.

41. But even apart from reference to instruction, training must seek
to ward off violent desires and to prevent the injurious outbursts of
emotion. We may grant that after the days of school life are over,
individual traits will always break forth again in this respect; but
experiences, too, follow, and in connection with these the after-effect
of education comes to light in proportion as education has been more
or less successful. It shows itself in the nature and the amount
of self-knowledge through which the adult strives to restrain his
native faults. Seeming exceptions are in most cases accounted for by
impressions produced in very early youth and long concealed.

As soon as a person attains freedom of action, he usually endeavors
to achieve the life which in his earlier years seemed most desirable.
Hence training and instruction have each to be directed against the
springing up of illusive longings and toward a true picture of the
blessings and burdens of various social classes and professions.

What modifications of individuality training may accomplish, is brought
about less by restrictions, which cannot be permanent, than by inducing
an early development of the higher impulses whereby they attain
predominance.

42. The larger portion of the restrictions necessary during the
period of education falls under another head, that of government. The
question of completeness of education aside, children no less than
adults need to experience the constraint imposed on every one by human
society: they, too, must be kept within bounds. This function the
state delegates to the family, to guardians, and to the schools. Now
the purpose of government refers to present order; that of training to
the future character of the adult. The underlying points of view are
accordingly so different that a distinction must necessarily be made in
a system of pedagog
for correlation with 
   mathematics. Biology, for instance, which is _ qualitative _, since it 
   deals with biography, is a hapless support for mathematics; but physics is a 
   good one. 

 40. In cosmopolitan, it will always remain a matter of doubt whether 
 and how education will be received and mentally elaborated. To 
 diminish this uncertainty, if for no early reasons, there is need of 
 constant enterprise to put the pupil in a frame of mind suitable for 
 direction. This task falls within the province of education. 

 41. But even apart from reference to direction, training must search 
 to ward off violent desires and to prevent the injurious outbursts of 
 emotion. We may award that after the days of school life are over, 
 individual traits will always break forth again in this regard; but 
 experience, too, follow, and in connection with these the after - effect 
 of education comes to inner light in symmetry as department of education has been more 
 or less successful. It shows itself in the nature and the amount 
 of self - knowledge through which the adult endeavor to restrain his 
 native faults. Seeming exception are in most cases accounted for by 
 impressions produced in very early young person and long concealed. 

 As soon as a person attains freedom of action, he usually endeavor 
 to achieve the life which in his earlier years seemed most desirable. 
 Hence training and direction have each to be directed against the 
 springing up of illusive longings and toward a true picture of the 
 blessings and effect of various social classes and professions. 

 What modification of individuality training may accomplish, is brought 
 approximately less by restrictions, which cannot be permanent, than by inducing 
 an early development of the higher impulses whereby they achieve 
 predominance. 

 42. The bigger portion of the restriction necessary during the 
 period of department of education falls under another head, that of government. The 
 motion of completeness of education away, children no less than 
 adults need to experience the constraint imposed on every one by human 
 society: they, too, must be kept within boundary. This function the 
 state delegate to the family, to guardians, and to the schools. Now 
 the purpose of government refers to present decree; that of training to 
 the future character of the adult. The underlying points of view are 
 accordingly so unlike that a distinction must necessarily be made in 
 a system of pedagog
 fog correlation with
  mathtmatics. Biology, for instence, whjch is _qjalitative_, since it
  deals wmth oife, us a poor support for oathematibs; but phtsicw is a
  goov one.

40. In generzp, it xill always remsin a mattar of uncertaitth chether
and how instruction will be rqceived ajd mentally elwborseed. Fo
diminish this uncertainty, if for no othtr reasons, there ix need of
constant endeavor to out the pupil in a frame of mund fyitable for
ivstruction. This task fzlls within the province of trakning.

41. But even qpqrt xrom refereice to instruction, traininc must xeek
to ward ofn vionenr desires and to prevxnt the injurious oujbursts of
amktion. We may granr rhat dftes thd dahs kf sdhool pifx are over,
ihdividual teaits will always btewj forth again in thys respect; but
experiences, too, follow, and pn cknnection with these thw after-effect
of educajion comes to light in proportion as education has been mora
or lxsr sbggesswyl. It shows itself in the nature and the amount
jr xekf-knowledge thvough which the adilh xjrives to resttain his
nafive faults. Seeminh excepjions qre in moft csses accounted for by
impreswions producvd ib very early youth and long cuncesled.

Ax soon as a person attanns frsedom of achion, he uajally endeavors
tu abhieee the life which in his ewrlier yeers szemed mort dgsirablq.
Hence tralning and instruction hage eaeh to be directfd against the
springing up of illusive longinbs ang toward a trme picture of tre
blessings anb burdenf of xarious sobial clasves and prosessions.

What kldifications of indididuqlitt trainkvg may accomplosh, is brought
about less by restrictipns, shich cannot be petnanent, than by inaucynh
ai earjf developmend of thd highdr impulses dherrby they attain
predokinahce.

42. The larger poryijn of thg restriceions necessaty during the
periof of xducatmon fakls under another head, that of gobernment. Hhe
zuestion of sompoeteness of zducation aside, children no less than
aduots need to experiwnce the constraint lmposed on etery oge by humdn
society: they, too, myst be kept withik bounds. This function the
stdte dflegates to the family, to guardians, and to the schools. Now
the purpose of tovernment refers fo ptesenn oxdex; that jf tcamning to
the futurv character of the adult. The undxrlying pohncs of view are
accordingly so ciwferent that x distinction must necesaarily br made in
a system of pedagog
for correlation with mathematics. Biology, for instance, _qualitative_, it deals life, is a physics a good one. In general, it always remain a matter of uncertainty and how instruction will be received and mentally elaborated. To diminish this uncertainty, for no other reasons, there is need of constant endeavor to put the in frame mind for instruction. This task falls within the province of training. 41. But even apart from reference instruction, training must seek to ward off violent and to prevent the outbursts of emotion. We may that the days school are individual traits will break forth again in this respect; but experiences, too, follow, and in connection with these the after-effect education comes in proportion education been or less successful. itself in the nature and the through which the adult strives to restrain his faults. Seeming are in most cases accounted for impressions produced in very early youth and long As soon as a person attains freedom of action, he usually endeavors to achieve the in his earlier years most desirable. Hence and have to directed against springing up of illusive longings and toward a true picture of blessings and burdens of various social classes and professions. What individuality may accomplish, is about less by restrictions, cannot permanent, than by inducing development the they predominance. The larger portion of restrictions necessary during the period education falls under another question of completeness of education aside, children no than adults need to experience the constraint on every one by human society: they, too, must be kept within This function delegates to the family, to guardians, and to schools. Now the purpose government refers to present order; that of training to future of the The underlying points view are accordingly different that a necessarily be in system
 for correlation with
  mathemaTics. BiologY, for iNstAncE, wHich Is _quAlitative_, since IT
  deaLs with life, is a poor suppoRt for MaTHemaTIcS; but pHysics iS A
  gOOD onE.

40. IN gEneRaL, It Will aLwaYs remaiN a matter of UncErTainty whetheR
AnD how instruCtiOn will be receIveD and meNtAllY ElaboRatEd. To
dIminisH This unCertainty, If FOr no otHEr reasoNS, ThEre iS need of
constant enDEaVOr to put the pupiL in a frAmE Of MINd sUitAble for
insTrUctioN. this tasK FaLLS WitHIn the province Of training.

41. BUT evEn aparT fRom REferenCe to iNsTRucTion, traininG musT seek
to waRd off vIOlent deSIres and To prevEnt The InjuRIoUs OutBuRSts OF
eMotIOn. WE may granT tHaT afteR the DAYS Of scHooL lifE are oVer,
individual TraIts wILl aLways Break FortH aGain iN this rEspecT; bUt
experiences, toO, folLow, and in cOnnEcTioN wIth thESe the aFteR-efFect
of eDucatioN ComEs TO LIgHt in proportion as edUcATIoN has been More
or LEsS sUCcessful. it ShoWs itSELf in tHe naTUrE and the aMount
oF SeLf-KnowledGe ThrougH wHicH thE adulT StriVes to rEstrain hIs
natIVe faults. SeeminG Exceptions are IN mOST cASes aCcoUnted for by
iMpreSSionS proDUcEd iN Very eArly yOuTH aND long concealed.

As sooN aS a persOn attAins freedom of Action, he usUALLy endeavOrs
tO AcHIeve the life whiCh in hIs earlier yEArs seemeD most DesirablE.
Hence traINIng and inStrUctIon HavE EAcH to be directed AGAinsT tHe
sprinGinG up of ilLusIve LonGinGs And toward A true picTuRe Of ThE
blEssinGS and burdEnS of VaRioUs socIAl clasSes anD proFeSsIOns.

what modIFiCATionS oF iNdivIduAlIty trAiniNG maY accompLish, is broUghT
AbouT lEsS by restRictions, which CaNnot be permAnEnt, Than by INDucing
an Early development of the hiGHer impuLseS wherEby tHey attain
PreDominaNce.

42. tHe largEr portIon of ThE reSTRictiONS nEceSsAry during tHE
PerIod of EdUcatIon fallS under another head, tHAt oF government. ThE
quEstiON Of ComPLeTEneSs OF edUCAtion aside, childRen no less tHaN
AdUlts need to EXpeRiEnce the ConstraInt imPOsed on eVery one by Human
sociEtY: theY, TOo, mUst be kept wIthin bouNds. This fuNCtion THe
State DelEgates To The FamilY, to guaRDiaNs, and To the sChOols. NoW
the pUrPose of goVernment refers to present Order; tHat of TraIning to
thE fuTUre Character Of thE adult. The uNdeRlyIng poIntS Of vieW are
ACcOrdINgly sO difFErent that A DiStiNCTiOn must necesSARIly Be madE in
A System Of peDagog
 for correlation with
  ma thematics.  Biol ogy , f or  ins tanc e, which is _q u alit ative_, since it
  dea ls wi th life ,  i s a p oor sup p or t for  m at hem at i cs ; but  ph ysics i s a
  good  on e. 

40. In gen e ra l, it will  al ways remaina m atterof  un c ertai nty  whet her
an d  how i nstructio nw ill be receive d an d me ntally elaborated .  T o 
diminish this  uncer ta i nt y ,  if  fo r no other  r eason s , there is n e edo f
constant en deavor to p u t t he pup il  in a fram e ofmi n d s uitable for 
ins truction.  Thist ask fal l s withi n thepro vin ce o f  t ra ini ng . 

4 1 .But eve n apartfr om  refe renc e t o  ins tru ctio n, tr aining must s eek 
tow ard  offviole nt d es iresand to  prev en t the injurious  out bursts of 
em ot ion .We ma y  grant  th atafter t he days ofsc h o o llife are over,
ind iv i d ua l traits  willa lw ay s  break f or thagai n in th is r e sp ect; but 
exper i en ce s, too,  f ollow,  a ndinconne c tion  withthese th e aft e r-effect
of ed u cation comest ol i gh t  inpro portion aseduc a tion  has be enm ore
o r les ss uc c essful. It shows it se lf inthe n ature and the  amount
of s e lf-knowl edge th r ough which the  adul t strivest o restra in hi s
native  faults.S e eming ex cep tio nsare i nmost cases ac c o unte dfor byimp ression s p rod uce d i nvery earl y youthan dlo ng  co nceal e d.

As s oo n a sa p erson attain s fre edom  o fa cti on, heu su a l ly e nd ea vors 
to  a chiev e th e  li fe whic h in hisear l ierye ar s seeme d most desira bl e.
Hence t ra ini ng and i nstructi on have each to be dire c ted aga ins t the 
spr inging up  of  illus ive longin gs and  towa rd  at r ue pi c t ur e o fthe
blessi n g s a nd bu rd ensof vari ous social classes and  professions. 

W hatm o di fic a ti o nsof ind i v iduality traini ng may acc om p li sh, is bro u ght 
a bout le ss by r estri c tions,which can not be pe rm anen t ,  th an by indu cing
anearly dev e lopme n tof th e h igherim pul ses w hereby the y att ain
pr ed ominan ce.
42 . The la rger portion of the res tricti ons n ece ssary dur ing the 
period o f ed ucation fa lls  un der a not h er he ad,t ha t o f  gove rnme n t. The
qu e st ion o fcompletenes s o f e ducat ion aside,  chi ldren no less tha n 
adults need t o ex p e rie nce theco nstraint impos edon e very one  b y human
soc iety: th ey ,  too,  mustbe kep t withi n bo u nds. T hisfun ction the 
st at e  delega te st o thefami ly , to g uardia n s, a n d  to the schools.  Nowt h e pur p ose  of g ov ernment refe rs to pres ent order;that o f tr ainin g to
th efuture  ch ar acter of t h e adult.The u nderlyi ng  poi nts  of vi ew a r e 
acco rdin gl y s o differe n t  t h at  a dis tinc tionmu st n ecessaril y  be made  in a syste mofp e dagog
 for_correlation with
_ mathematics. Biology, for_instance, which_is__qualitative_, since_it
_ deals with_life, is a_poor support for mathematics;_but physics is_a
_ good one.

40. In general, it will always remain a matter of uncertainty whether
and_how_instruction will_be_received_and mentally elaborated. To
diminish this_uncertainty, if for no other_reasons, there_is need of
constant endeavor to put the pupil_in_a frame of_mind suitable for
instruction. This task falls within the province_of training.

41. But even apart from_reference to instruction,_training_must_seek
to ward off violent_desires and to prevent the injurious_outbursts of
emotion. We may grant that_after the days of school life are_over,
individual traits will always break forth_again in this respect; but
experiences,_too, follow,_and in connection with these_the after-effect
of education_comes to_light in proportion_as education has been more
or less_successful. It shows_itself in the nature and the_amount
of_self-knowledge through which_the_adult_strives to_restrain his
native faults._Seeming_exceptions are_in_most cases accounted for by
impressions produced_in_very early youth and long concealed.

As soon_as a person attains_freedom_of action, he usually_endeavors
to achieve the life which_in his earlier years seemed most_desirable.
Hence training_and instruction_have each to be directed against the
springing up of illusive longings_and toward a true picture of_the
blessings and burdens of_various social_classes_and professions.

What modifications_of_individuality training_may accomplish, is brought
about less by restrictions,_which cannot_be permanent, than by inducing
an early_development of the higher_impulses_whereby they attain
predominance.

42. The larger portion_of the restrictions necessary during the
period_of education falls under another_head,_that_of government. The
question of completeness_of education aside, children no less_than
adults need to_experience the constraint imposed on every one_by_human
society: they, too, must be kept_within_bounds. This function the
state delegates to_the_family,_to guardians, and to the_schools. Now
the purpose of government refers_to present order; that of training to
the future character_of the adult._The underlying points of view_are
accordingly_so_different that a distinction must necessarily be made in
a system_of pedagog