 at bottom, only the result of
a state of ill humor that can easily be corrected. An unexpected,
trifling present, an unusual act of attention, will very likely break
down the pupil's reserve, and when the cause of the trouble has once
been ascertained, it will be possible to discover a remedy.

159. In the case of those that are weak physically, furtherance of
health combined with persevering patience is the first and chief duty.
But kindness should not degenerate into weak indulgence; on the other
hand, close supervision must take the place of every form of harsh
treatment.




CHAPTER VI

=General Method of Training=


160. The distinctions relative to character and morality (143-150)
furnish the thread of reflection on this subject. Concisely stated, the
function of training is to support, to determine, and to regulate; to
keep the pupil, on the whole, in a tranquil and serene frame of mind;
to arouse him occasionally by approval and reproof; to remind at the
proper moment, and to correct faults. A more definite significance
will be imparted to this brief summary by a comparative study and
application of the ideas analyzed in the preceding chapters.

  While we may accept the statement that the function of training is to
  support, to determine, and to regulate, we must not forget to ask:
  To what end shall it do these things? The answer is, that though
  the means of moral training are always psychological, the ends are
  always social. Support must hold the pupil up to social standards,
  the directive power of the teacher must be exercised for social ends,
  while all regulation of the pupil's activities must point to the same
  result. There is scarcely a virtue to be named that does not find its
  ultimate meaning in its application to conduct as affecting others.
  This is true even in primitive society. In modern urban society it
  is not only true, but vastly important. The discussion in Chapter VI
  is psychological throughout. It must be the purpose of the annotation
  to point out the social implications.

161. First, what is meant by the supporting activity of training
becomes clearer if we recall the remarks made concerning memory of the
will (147) as opposed to the thoughtlessness usually ascribed to youth.
The thoughtless boy does not
at bottom, only the result of 
 a state of ill liquid body substance that can well be corrected. An unexpected, 
 trifling present, an strange act of attention, will very probably break 
 down the pupil's military reserve, and when the causal agent of the trouble has once 
 been ascertained, it will be possible to discover a redress. 

 159. In the case of those that are weak physically, furtherance of 
 health combined with persevere patience is the first and chief duty. 
 But forgivingness should not degenerate into unaccented indulgence; on the other 
 hand, close supervision must claim the place of every form of harsh 
 treatment. 




 CHAPTER VI 

 = General Method of Training= 


 160. The differentiation relative to character and morality (143 - 150) 
 furnish the thread of mirror image on this subject. Concisely stated, the 
 function of training is to support, to determine, and to regulate; to 
 keep the pupil, on the whole, in a tranquil and serene frame of mind; 
 to arouse him occasionally by approval and reproof; to remind at the 
 proper moment, and to right faults. A more definite significance 
 will be impart to this brief summary by a comparative study and 
 application of the mind analyze in the preceding chapters. 

   While we may bear the statement that the function of training is to 
   support, to determine, and to regulate, we must not forget to necessitate: 
   To what end shall it do these things? The answer is, that though 
   the means of moral training are always psychological, the end are 
   always social. Support must hold the pupil up to social standards, 
   the directive world power of the teacher must be exercised for social ends, 
   while all regulation of the pupil's activities must point to the same 
   result. There be scarcely a merit to be named that does not find its 
   ultimate meaning in its application to conduct as affecting others. 
   This is truthful even in primitive club. In modern urban company it 
   is not only true, but vastly important. The discussion in Chapter VI 
   is psychological throughout. It must be the purpose of the note 
   to point out the social implications. 

 161. First, what is entail by the supporting activity of training 
 becomes clearer if we remember the remarks made concern memory of the 
 will (147) as opposed to the unthoughtfulness usually ascribed to youth. 
 The thoughtless son does not
 at bottom, only the result uf
a state of ill humor that dan easiuy be corrected. An unexpectev,
tridling present, an unusual acg of attejtion, wiol vtry likely break
down the ibpil's veserre, and when the gause of tha trouble has mnze
yeen ascertained, it will be possible to disvoger a remedy.

159. Ig tht cwse kf those that are weak physically, rurtherence of
health cpmbined with persevering pwtiejce is the first ajd chief dujg.
Bue kindness shuuld not dtgznerate intk weak indulgence; on the other
hxnd, ckose superciwioj must take vhe plwce of every form of harsh
tteatment.




CHAPTEV VI

=Gxnerql Method of Training=


160. The distinctions telative tm eharacter and moralitt (143-150)
durnivh tve tfeeaa or cefmectioj oi this subjsct. Conciseoy stated, the
functipn if training ia to stp[ort, to determine, and to regulate; to
keek the pupil, on the whole, in q tranquil and serene frame of mind;
to arouse him occasionally by approval and raprooh; go xcikbd at the
proper moment, and to correct faults. A ikrt dvfinite significakce
will be impartec ho jhis brief sumoary bv a comparative study and
appjicatuon of tht idess analyzed in the precedint chapters.

  Chioe we may accept tke statement thaj the gunction of training is to
  support, to determins, and to regulate, we mgst not forget to ask:
  To rhat end whalk it do thexe thiggs? The andwer lv, that though
  the meand mf moral tgaining are always psychological, the ends are
  dlwdys socicl. Supiort must hold ehe pupil up tp sociaj stavdards,
  thv directite power of ehe teacher mgdt be exercived for fociql ebds,
  whkue all regulatoon of thv kupil's actuvities must point to fhe same
  resulc. Uhwre is scarcelu a viwtle vo be tamed that dmes vot gind kts
  ulunmabe oeanong in its applicatimn tk conduct as affecyikg others.
  This if true even im primitive societj. In kodxrn urnan society it
  is not only true, gut vastlj iiportant. The disgussyon in Cha'ter VI
  is psychological throughout. It nust be the purposw of the annotation
  to point ont the social ikplications.

161. First, whqt is meant by tht supporting activity or traiting
bfcomes clearer if we recall the remarks made concerning memory of the
will (147) as o'pjsed to the thoightlvssuesx usuajly esrribed to youth.
Thv thoughtless boy does not
at bottom, only the result of a ill that can be corrected. An act attention, will very break down the reserve, and when the cause of trouble has once been ascertained, it will be possible to discover a remedy. In the case of those that are weak physically, furtherance of health combined persevering is first chief duty. But kindness should not degenerate into weak indulgence; on the other hand, close supervision take the place of every form of harsh CHAPTER VI =General Method Training= 160. The distinctions relative character morality (143-150) the of on this subject. stated, the function of training is to support, to determine, and to regulate; to keep the pupil, the whole, tranquil and frame mind; arouse him occasionally and reproof; to remind at the to correct faults. A more definite significance will imparted to brief summary by a comparative study application of the ideas analyzed in the preceding While we may accept the statement that the function of training is to support, to to regulate, we must forget to ask: what shall do things? The is, that though the means of moral training are always psychological, ends are always social. Support must hold the pupil up standards, directive power of teacher must be exercised social while all regulation of activities point result. is a virtue to be that does not find its meaning in its application This is true even in primitive society. In urban society it is not only true, vastly important. The discussion in Chapter VI is psychological throughout. It must the purpose annotation to point out the social implications. 161. what is meant by supporting activity of training becomes clearer if we recall remarks concerning memory the will (147) opposed to the usually ascribed to thoughtless boy not
 at bottom, only the result of
a sTate of ill hUmor tHat Can EaSily Be coRrected. An unexpECted,
Trifling present, an unusuAl act Of ATtenTIoN, will Very likELy BREak
DoWn The PuPIl'S reseRve, And when The cause of The TrOuble has once
BEeN ascertainEd, iT will be possiBle To discOvEr a REmedy.

159. in tHe casE of thoSE that aRe weak phySiCAlly, fuRTherancE OF
hEaltH combined with persEVeRIng patience is tHe firsT aND cHIEf dUty.
but kindnesS sHould NOt degenERaTE INto WEak indulgence; On the other
hANd, cLose suPeRviSIon musT take ThE PlaCe of every foRm of Harsh
treaTment.




ChaPTER VI

=gEneral MEthod oF TrAinIng=


160. THE dIsTinCtIOns RElAtiVE to CharacteR aNd MoralIty (143-150)
fURNISh thE thRead Of refLection on this SubJect. cOncIsely StateD, the
FuNctioN of traIning Is To support, to deteRminE, and to regUlaTe; To
kEeP the pUPil, on tHe wHolE, in a traNquil anD SerEnE FRAmE of mind;
to arouse him OcCASiOnally by ApprovAL aNd REproof; to ReMinD at tHE
PropeR momENt, And to corRect faULtS. A More defInIte sigNiFicAncE
will BE impArted tO this briEf sumMAry by a comparatIVe study and
appLIcATIoN Of thE idEas analyzed In thE PrecEdinG ChAptERs.

  WhiLe we mAy ACcEPt the statement that tHe FunctiOn of tRaining is to
  suPport, to detERMIne, and to ReguLAtE, We must not forgeT to asK:
  To what end SHall it do These Things? ThE answer is, THAt though
  The MeaNs oF moRAL tRaining are alwAYS psyChOlogicaL, thE ends arE
  alWayS soCiaL. SUpport musT hold the PuPiL uP tO soCial sTAndards,
  tHe DirEcTivE poweR Of the tEacheR musT bE eXErcIsed for SOcIAL endS,
  wHiLe alL reGuLatioN of tHE puPil's actIvities muSt pOInt tO tHe Same
  resUlt. There is scaRcEly a virtue To Be nAmed thAT Does not fInd its
  ultimate meaning in ITs appliCatIon to CondUct as affeCtiNg otheRs.
  THIs is trUe even In priMiTivE SOcietY. iN mOdeRn Urban socieTY It
  iS not oNlY truE, but vasTly important. The disCUssIon in Chapter Vi
  is PsycHOLoGicAL tHRouGhOUt. IT MUst be the purpose Of the annotAtIOn
  To point out THe sOcIal implIcationS.

161. FirsT, What is mEant by the SupportinG aCtivITY of Training
beComes cleArer if we rECall tHE rEmarkS maDe concErNinG memoRy of thE
WilL (147) as opPosed tO tHe thouGhtleSsNess usuaLly ascribed to youth.
The thOughtlEss boY doEs not
 at bottom, only the resul t of
a sta te of  il l h um or t hatcan easily bec orre cted. An unexpected,
t rifli ng pres e nt , anunusual ac t ofat te nti on ,  w ill v ery  likely  break
dow n t he  pupil's res e rv e, and whe n t he cause ofthe  troub le  ha s  once 
be en as certai n ed, it  will bepo s siblet o disco v e ra re medy.

159. In th e  c a se of those th at are  w e ak p hys ica lly, furth er anceo f
healt h  c o m b ine d  with perseve ring patien c e i s thefi rst and ch ief d ut y .
B ut kindness  sho uld not d egener a te into weak in dulgen ce;  on  the ot he r
h an d , c l os e s u per vision m us ttakethep l a c e of  ev eryformof harsh
trea tme nt.

CHAPT ER VI 

=G en eralMethod  of T ra ining=


160. T he d istinctio nsre lat iv e toc haract erand  morali ty (143 - 150 )f u r ni sh the thread of r ef l e ct ion on t his su b je ct .  Concise ly  st ated , the
f unct i on  of trai ning i s  t osupport ,to det er min e,and t o  reg ulate;  to
keep  thep upil, on the w h ole, in a tra n qu i l  a n d se ren e frame ofmind ; 
toarou s ehim occas ional ly by approval and reproo f;  to re mindat the
proper  moment, a n d to corre ct f a ul t s. A more defi nitesignifican c e
will b e imp arted to  this bri e f  summary  by  acom par a t iv e study and
a p p lica ti on of t heideas a nal yze d i n t he  precedin g chapte rs .
 W hil e wem ay accep tthe  s tat ement that t he fu ncti on  o f  tr ainingi st o 
  s up po rt,tode termi ne,a ndto regu late, wemus t  not  f or get toask:
  To wha tend shallit  do  these t hings? T he answer is, that thou g h
  the  me ans o f mo ral train ing  are a lwa y s psyc hologi cal,th e e n d s are  a lwa ys  social. S u p por t mus thold  the pu pil up to social s t and ards,
  the d ire ctiv e po wer of the  t e ach e r  must be exerci sed for so ci a lends,
  wh i leal l regul ation o f the pupil's  activiti es must p oi nt t o the  same
  re sult. Th ere is sc a rcely avirtu e t o be n am edthatdoes n o t f ind i ts
  u lt imatemeani ng  in itsapplication to conductas aff ectin g o thers.
 Thi s  is  true eve n in  primitive  so cie ty. I n m o dernurba n  s oci e ty it 
  i s  not only tr ue, b ut  vastly imp o r t ant . The  di s cussio n in  Chapter VI
  isp sychological t hrou g h out . I t  mus tbe the purpose  of  t h e  annotat io n
  to poin t out th es ocial  impli cation s.

161 . Fi r st, wh at i s m eant by t hesu p porting  a ct i vity o f tr ai ning
b ecomes clea r e r if we recall t he re m a rks m a deconce rn ing mem o ry o f the
will  (147) as o pposed  tothe t houghtl es snessusu al ly ascribe d  to youth .
The  though tl essboy  doesnot
 at_bottom, only_the result of
a state_of ill_humor_that can_easily_be corrected. An_unexpected,
trifling present, an_unusual act of attention,_will very likely_break
down_the pupil's reserve, and when the cause of the trouble has once
been ascertained, it_will_be possible_to_discover_a remedy.

159. In the case_of those that are weak_physically, furtherance_of
health combined with persevering patience is the first_and_chief duty.
But kindness_should not degenerate into weak indulgence; on the other
hand,_close supervision must take the place_of every form_of_harsh
treatment.




CHAPTER_VI

=General Method of Training=


160._The distinctions relative to character and_morality (143-150)
furnish the thread of reflection_on this subject. Concisely stated, the
function of_training is to support, to determine,_and to regulate; to
keep the_pupil, on_the whole, in a tranquil_and serene frame_of mind;
to_arouse him occasionally_by approval and reproof; to remind_at the
proper moment,_and to correct faults. A more_definite_significance
will be imparted_to_this_brief summary_by a comparative_study_and
application of_the_ideas analyzed in the preceding chapters.

__While we may accept the statement that_the function of training_is_to
  support, to_determine, and to regulate, we_must not forget to ask:
 _To what_end shall_it do these things? The answer is, that though
  the_means of moral training are always_psychological, the ends are
_ always_social._Support must hold_the_pupil up_to social standards,
  the directive power_of the_teacher must be exercised for social_ends,
  while all_regulation_of the pupil's activities must point_to the same
  result. There_is scarcely a virtue to_be_named_that does not find its
_ ultimate meaning in its application_to conduct as_affecting others.
  This is true even_in_primitive society. In modern urban society_it
_ is not only true, but_vastly_important._The discussion in Chapter VI
_ is psychological throughout. It must_be the purpose of the annotation
  to point_out the social_implications.

161. First, what is meant_by_the_supporting activity of training
becomes clearer if we recall the remarks_made concerning_memory of the
will_(147) as opposed to the thoughtlessness usually ascribed to youth.
The_thoughtless boy does not