172. Third. Regulative training begins its work with the first appearance of the subjective part of character (143). For an earlier period the rule not to argue with children holds good (164); that is, it holds good as long as we can get along with it. That stage, however, is passed when the pupil begins to reason for himself; in other words, when his thinking has acquired such consecutiveness that his thoughts no longer come and go as momentary fancies, but attain to permanency and coherence. Reasoning processes of this sort ought not to be left to themselves, nor can they be repressed by dictatorial decrees. The educator must now enter into his pupil’s trains of reflection, must argue with him and prevent further development in the wrong direction. The tendency to set up rules reveals itself early; for example, in the games of children. Commands as to what to do are given every moment, only these imperatives are imperfectly obeyed and often changed. Neither is there lack of original, childish resolutions; but they can mean little so long as they do not remain the same. It is very different when they acquire stability, when means and ends combine into plans, when execution is attempted under difficulties, and finally when these resolves are thought in the forms of general concepts, thereby laying claim to validity in possible future instances, and becoming thus transformed into maxims. 173. The wise forethought essential to regulative training requires in the first place that the teacher shall rather tolerate an inconvenient discussion than check a frank expression of opinion, provided the objections of the pupil are indubitably sincere, and his vanity, we will say, is not flattered too much by the unexpected consideration accorded to his remarks. The same foresight is to be exercised in cases where it proves impossible to convince the pupil at once. Here the final judgment, instead of being insisted upon, should rather be postponed; it will always be easy to point out to the pupil his lack of adequate knowledge and to refer him to future studies. The positiveness that usually characterizes the assertions of boys and young men, generally has its roots in their great ignorance. They have not the least inkling of how many opinions have been held and disputed. Instruction will gradually cure them of their excessive self-confidence.