166. That the supporting procedure of training rests on the teacher’s own bearing--on the uniformity of his demeanor--need hardly be said; but this evenness must also stand out clearly before the eyes of the pupils. The teacher ought to guard particularly against causing the complaint that no one knows how to please him, that nothing one may do is done to his satisfaction. When matters have come to this pass, the first thing pupils do is to watch his moods as they might the weather, and to interchange observations. His ugly mood is dreaded; his pleasant mood is taken advantage of for importunate requests. The pupils try to move the firm centre which is to support them, and the faintest signs of success awaken and foster extravagant hopes. Gradually the after-effects of earlier government die out, and a renewal of severe measures draws with it a train of new evils. Goldsmith in his “Deserted Village” has well portrayed the “moody” teacher:-- “A man severe he was, and stern to view; I knew him well, and every truant knew: Well had the boding tremblers learned to trace The day’s disasters in his morning face; Full well they laughed, with counterfeited glee, At all his jokes, for many a joke had he; Full well the busy whisper, circling round, Conveyed the dismal tidings when he frowned.” 167. Second. Training is to exert a determining influence; it is to induce the pupil _to choose_ (147). Under this head falls the discrimination spoken of above between varieties of volitional impulse--the will to bear, to have, and to do; hence also experiential knowledge of the natural consequences of doing or of failure to do (157), for unless these are taken into consideration, the manifold of will cannot be reduced to harmony. Now the first point to be noticed in connection with this aspect of training is that the teacher does not choose for the pupil. The pupil himself must choose, for it is his own character that is to be determined. He must himself experience a part, although only the smallest part, of that which is desirable or harmful. That the flame burns that a pin pricks, that a fall or knock hurts, this lesson even the little child must learn; and similar experiences must be gained later, provided they do not carry the pupil to the verge of serious danger. Everything essential has been accomplished if, in consequence of actual experiences confirming the teacher’s words of warning, the pupil believes other warnings without waiting for confirmation.