 systematic lectures, or for the study of suitable classical
writers. Lastly, there will still be need of frequent appeals to moral
obedience, and it will be found necessary to reinforce these appeals by
reflections of a religious character.




CHAPTER III

=The Effects of Training=


314.

  A. Training prevents passions in that it:--
     (1) satisfies needs,
     (2) avoids opportunities for violent desires,
     (3) provides employment,
     (4) accustoms to order,
     (5) demands reflection and responsibility.

  B. Training influences the emotions in that it:--
     (1) checks violent outbreaks,
     (2) creates other emotions,
     (3) and supplements self-control.

  C. Training impresses the courtesies of life (counteracts bad
       manners), consequently:--
     (1) the deportment of individuals is made approximately uniform;
     (2) the number of possible points of social contact becomes much
         greater than where strife and contention rule;
     (3) while the development of one or the other individual is
         checked, the more important energies are not stifled, provided
         excess of severity be avoided.

  D. Training makes cautions, for:--
     (1) It restricts foolhardiness,
     (2) It warns against dangers,
     (3) It punishes in order to make wiser,
     (4) It observes and accustoms the human being to the thought of
         being observed.

315. Looked at as a whole, these obvious and familiar effects of
training show at once that, generally speaking, its power to lessen
evil is very great, and that it is capable of effectively acting upon
the interrelations of various masses of ideas. But they suggest also
the presence of danger. Training, by driving evil from the surface, may
give rise to clandestine deeds.

316. When this happens, the relations between teacher and pupils grow
increasingly abnormal, since secret practices become general and
concerted, and the pupils assume a studied behavior in the presence of
the teacher.

The consequences are well known:--Inexorable severity in dealing with
concealed offences when discovered; great leniency in the case of open
transgressions; recourse to the
systematic lectures, or for the study of suitable authoritative 
 writer. Lastly, there will still be motivation of frequent appeal to moral 
 obedience, and it will be found necessary to reinforce these appeals by 
 mirror image of a religious quality. 




 CHAPTER III 

 = The Effects of Training= 


 314. 

   A. Training prevent passions in that it:-- 
      (1) satisfies needs, 
      (2) keep off opportunities for violent desire, 
      (3) provide employment, 
      (4) accustoms to order, 
      (5) demands reflection and responsibility. 

   B. education influences the emotions in that it:-- 
      (1) checks crimson outbreaks, 
      (2) creates early emotions, 
      (3) and supplement self - control. 

   C. Training impress the courtesies of life (counteracts regretful 
        manners), consequently:-- 
      (1) the deportment of individuals is made approximately uniform; 
      (2) the number of potential point of social contact becomes much 
          greater than where strife and contention rule; 
      (3) while the development of one or the other person is 
          match, the more important department of energy are not stifled, provided 
          excess of severity be debar. 

   D. Training draw cautions, for:-- 
      (1) It restricts foolhardiness, 
      (2) It warn against dangers, 
      (3) It punishes in order to make wiser, 
      (4) It observes and habituate the human being to the thought of 
          being observed. 

 315. Looked at as a whole, these obvious and familiar effects of 
 education display at once that, generally speaking, its power to lessen 
 evil is very big, and that it is capable of effectively acting upon 
 the interrelation of various mass of ideas. But they suggest besides 
 the presence of danger. Training, by driving evil from the surface, may 
 move over rise to clandestine works. 

 316. When this happens, the relation back between teacher and pupils develop 
 increasingly abnormal, since secret practices become general and 
 concerted, and the pupils bear a studied behavior in the bearing of 
 the teacher. 

 The consequences are well known:--Inexorable severity in dealing with 
 concealed offense when discovered; great leniency in the casing of open 
 transgressions; recourse to the
 sydtematic lectures, or for the study of soirable rlassiczl
writerr. Lastly, there will still be nwed od frequent appeals to ooral
obedpence, and it xill be found nersssary bj rejkforcz vhese appeals bi
reflections of a religiouv zhcracter.




CHAPTER III

=The Effects of Trayning=


314.

  S. Hraining prevegts kasfiona in that it:--
     (1) satisfies needs,
     (2) avmids opportunoties for violent desires,
     (3) provides employmejt,
     (4) accoatoiw to order,
     (5) demands reflection and responsibility.

  B. Training inflbences the gmktlmns in that it:--
     (1) checks vlplent mutbreals,
     (2) createx ovher emotions,
     (3) and su'plements self-controj.

  C. Traitiug impresses the courrewies mf lhfe (ziungerzcvs gad
       manners), cknsequently:--
     (1) the deportmenu os individuals js madq wpproximately uniform;
     (2) the number ox pkssible points of sociao contact becomes mucj
         greater than where strife and contention rule;
     (3) whmld tkc awvflopment of one or the other individual is
         checked, the mjre importamt emgrgies are not stiflzs, lrovided
         edcess os sevwrity be wvoiced.

  D. Training makes cautiins, for:--
     (1) Ut restricts foolhcrdiness,
     (2) It warnx against dangers,
     (3) Nt punjshes in orfer to maid wiser,
     (4) It ubsvrvev and accustoms the human feing to vhe tkought ow
         feing obsegved.

315. Looked at as a wholf, thede obvious ajd familiar effects of
training show at once tnad, gvnerally fpeaklng, its power tj lessen
evil ix very yreat, xnd that in is capaule of effeceively acting opon
the intercelations of cariius masrds of ideas. Buy they suyyest also
rhe presence of dakger. Jrzining, by driviuy tvul from the sutfaze, iaj
gite rifa to clandesdine dedcs.

316. Whdn this hapienr, thr relations between deacger and pupils groe
ikcreasingoy abnorial, since sectet practices becole geieral end
converjed, and the pupils assume a stusied behagiov in the presqnce of
the teachzr.

The consequences are well known:--Inexoraule severity in dealing with
concealed offeucts when discotered; dreat lenhency in the case of open
transgressioks; recourse to the
systematic lectures, or for the study of writers. there will be need of and will be found to reinforce these by reflections of a religious character. III =The Effects of Training= 314. A. Training prevents passions in that it:-- satisfies needs, (2) avoids opportunities for violent desires, (3) provides employment, (4) accustoms order, demands and B. Training influences the emotions in that it:-- (1) checks violent outbreaks, (2) creates other emotions, and supplements self-control. C. Training impresses the courtesies life (counteracts bad manners), (1) the deportment of individuals made uniform; (2) number possible of social contact much greater than where strife and contention rule; (3) while the development of one or the other is checked, important energies not provided of severity be Training makes cautions, for:-- (1) It It warns against dangers, (3) It punishes in to make (4) It observes and accustoms the being to the thought of being observed. 315. at as a whole, these obvious and familiar effects of training show at once that, its power to lessen is very great, that is of acting upon interrelations of various masses of ideas. But they suggest also the of danger. Training, by driving evil from the surface, may to deeds. 316. When happens, the relations between and grow increasingly abnormal, since become and pupils a behavior in the presence the teacher. The consequences are known:--Inexorable severity in dealing great leniency in the case of open transgressions; to the
 systematic lectures, or for thE study of suItablE clAssIcAl
wrIterS. Lastly, there wiLL stiLl be need of frequent appeAls to MoRAl
obEDiEnce, aNd it wilL Be FOUnd NeCeSsaRy TO rEinfoRce These apPeals by
refLecTiOns of a religiOUs Character.




ChAPtER III

=The EffEctS of TraInIng=


314.

  a. trainIng PreveNts pasSIons in That it:--
     (1) satIsFIes neeDS,
     (2) avoids OPPoRtunIties for violent deSIrES,
     (3) provides emploYment,
     (4) aCcUStOMS to OrdEr,
     (5) demands rEfLectiON and resPOnSIBIliTY.

  B. Training infLuences the eMOtiOns in tHaT it:--
     (1) CHecks vIolenT oUTbrEaks,
     (2) creates OtheR emotions,
     (3) And supPLements SElf-contRol.

  C. TrAinIng ImprESsEs The CoURteSIeS of LIfe (CounteraCtS bAd
       manNers), CONSEqueNtlY:--
     (1) the DeporTment of indiviDuaLs is MAde ApproXimatEly uNiForm;
     (2) tHe numbEr of pOsSible points of soCial Contact beComEs MucH
         gReateR Than whEre StrIfe and cOntentiON ruLe;
     (3) WHILe The development of onE oR THe Other indIviduaL Is
         ChECked, the mOrE imPortANT enerGies ARe Not stiflEd, provIDeD
         eXcess of SeVerity Be AvoIdeD.

  D. TraINing Makes cAutions, fOr:--
     (1) It rEStricts foolharDIness,
     (2) It warns aGAiNST dANgerS,
     (3) It Punishes in oRder TO makE wisER,
     (4) IT obSErves And acCuSToMS the human being to the ThOught oF
         beinG observed.

315. LookEd at as a whoLE, THese obviOus aND fAMiliar effects oF
traiNing show at ONce that, gEneraLly speakIng, its powER To lessen
EviL is VerY grEAT, aNd that it is capABLe of EfFectiveLy aCting upOn
tHe iNteRreLaTions of vaRious masSeS oF iDeAs. BUt theY Suggest aLsO
thE pResEnce oF Danger. trainIng, bY dRiVIng Evil froM ThE SUrfaCe, MaY
givE riSe To claNdesTIne Deeds.

316. WhEn this hapPenS, The rElAtIons betWeen teacher anD pUpils grow
iNcReaSingly ABNormal, siNce secret practices becomE General And
ConceRted, And the pupIls Assume A stUDied beHavior In the PrEseNCE of
thE TEaCheR.

THe consequeNCEs aRe welL kNown:--inexoraBle severity in dealiNG wiTh
concealed ofFenCes wHEN dIscOVeREd; gReAT leNIEncy in the case of Open
transgReSSiOns; recoursE To tHe
 systematic lectures, or f or the stu dy of  su ita bl e cl assi cal
writers. L a stly , there will still beneedof freq u en t app eals to mo r a l
o be di enc e, an d itwil l be fo und necess ary  t o reinforcet he se appeals  by 
reflections  of  a rel ig iou s  char act er.



CHA P TER II I

=The E ff e cts of Trainin g = 

314 .

  A. Trainingp re v ents passionsin tha ti t: - - 
   (1) satisf ie s nee d s,
   (2 ) a voi d s opportuniti es for viol e ntdesire s, 
   (3)provi de s  em ployment,
   (4) accus toms t o  order,      (5 ) dema nds  re flec t io nand  r e spo n si bil i ty. 

  B. T ra in ing i nflu e n c e s th e e moti ons i n that it:--    (1 )  ch ecksviole nt o ut break s,
    (2)  c reates other em otio ns,
    (3)  a ndsu pplem e nts se lf- con trol.
  C. Tr a ini ng i m pr esses the courtesi es o flife (co untera c ts  b a d
      m ann ers) , conse quen t ly :--
    (1) t h ede portmen tof ind iv idu als  is m a de a pproxi mately u nifor m ;
     (2) the number of pos s ib l e  p o ints  of  social con tact beco mesm uc h
      gre at e rt han where strife an dconten tionrule;
     (3 ) while th e d evelopme nt o f  o n e or the other  indi vidual is       check ed, themore impo r t ant ener gie s a renot s ti fled, provide d        exce ssof seve rit y b e a voi de d.

  D.Training  m ak es  c aut ions, for:--
   ( 1)  It  rest r icts f oolha rdin es s,     (2) I t  w a r ns a ga in st d ang er s,
    ( 3 ) I t punis hes in or der to m ak ewiser,     (4) It o bs erves andac cus toms t h e  human b eing to the thought of       be ing o bser ved.

315 . L ookedata s a wh ole, t heseob vio u s  andf a mi lia reffects of t rai ningsh ow a t oncethat, generally sp e aki ng, its power  to  les s e nevi l  i s  ve ry gre a t , and that it i s capableof ef fectivelya cti ng  upon
t he inte rrela t ions of  variousmasses of  i deas . But  they sugg est also 
the pres e nce o f  d anger . T rainin g,  by  driv ing ev i l f rom t he sur fa ce, ma y
giv erise toclandestine deeds.

316 . When  this  ha ppens, th e r e lat ions betw eenteacher an d p upi ls gr owi ncrea sing l yabn o rmal,  sin c e secretp ra cti c e sbecome gene r a l  an d
con cer t ed, an d th e pupils assume a studied behavi or i n the  pr e senc eof
the teacher .
Th e conseque nc es are well  known:- -I n exora ble se verity  in dea l i ng with
c once ale d offence s w he n  discov er ed ;  great  len ie ncy in  the c a se o f open
transgressi ons;r e cours e  to  the
 systematic_lectures, or_for the study of_suitable classical
writers._Lastly,_there will_still_be need of_frequent appeals to_moral
obedience, and it will_be found necessary_to_reinforce these appeals by
reflections of a religious character.




CHAPTER III

=The Effects of Training=


314.

  A._Training_prevents passions_in_that_it:--
    _(1) satisfies needs,
  _ _(2) avoids opportunities for violent desires,
  __ (3) provides_employment,
     (4) accustoms to order,
_    (5) demands_reflection and responsibility.

__B._Training influences the emotions_in that it:--
   _ (1) checks violent outbreaks,
 _   (2) creates other emotions,
_    (3) and_supplements self-control.

  C. Training_impresses the_courtesies of life (counteracts bad
_  _ _ manners), consequently:--
_    (1) the_deportment of individuals_is made approximately uniform;
  __ (2) the_number_of_possible points_of social contact_becomes_much
 __     _greater_than where strife and contention rule;
 _   (3)_while_the development of one_or the other individual is
_     _ _checked, the_more important energies are not stifled, provided
    _    excess of_severity be avoided.

 _D. Training_makes_cautions, for:--
 __ _(1) It restricts foolhardiness,
   _ (2)_It warns against dangers,
  _  (3) It_punishes_in order to make wiser,
 _   (4) It observes_and accustoms the human being_to_the_thought of
   _     being_observed.

315. Looked at_as a whole, these obvious and familiar_effects_of
training show at once that, generally_speaking,_its power to lessen
evil is very_great,_and_that it is capable of_effectively acting upon
the interrelations of various_masses of ideas. But they suggest also
the presence of_danger. Training, by_driving evil from the surface,_may
give_rise_to clandestine deeds.

316. When this happens, the relations between teacher_and pupils_grow
increasingly abnormal, since_secret practices become general and
concerted, and the pupils assume a_studied behavior in the presence of
the teacher.

The_consequences are well known:--Inexorable severity in dealing with
concealed offences when discovered;_great leniency in the case of open
transgressions; recourse_to the