188. Fifth. The pupil’s mind, we will suppose, has been properly directed, partly through the social relations obtaining among children, partly through examples and instruction, to the requirements of the various moral ideas, and he has learned accordingly to discriminate with some keenness between will relations. Now the time has arrived for moral education in the strict sense. For we cannot leave it to chance whether our young charges will, of their own initiative, synthesize for themselves noble actions on the one hand and base actions on the other, whether they will take time to reflect, and will, each for himself, apply the lessons taught. On the contrary, they all have to be told, each one individually has to be told, truths that no one is wont to hear with pleasure. The more thoroughly the teacher knows his pupils, the better. By showing them that he divines their thoughts, he supplies them with the most effectual incentive to self-observation. Now the basis of what is commonly known as moralizing is furnished by a retrospective view of the pupil’s conduct for some time past, by references to influences formerly at work within him, and by an analysis of his good and bad qualities. Such teaching is by no means to be condemned, nor even to be regarded as superfluous. In its proper place it is absolutely essential. Many, it is true, grow up without ever having heard a serious word of deserved censure, but no one ought to grow up in that way. 189. Only praise and censure are thought of here, not harsh words, much less harsh treatment. Reprimands and punishments following upon single acts are something different; they, too, may lead to moral reflections, but must first have become things of the past. Moral improvement is not brought about by the constraint of government, nor is it the result of those pedagogical punishments which warn the pupil and sharpen his wits by means of the natural consequences of actions (157). But it is brought about through the imitation of the language of conscience and of genuine honor, as seen in impartial spectators. Moreover, this does not exclude consideration of the excuses which every one readily finds in his heart. But while due allowance is made for mitigating circumstances, the pupil is cautioned against relying on them in future.