190. Ordinarily youth deserves neither strong commendation nor severe criticism, and it is well to guard carefully against exaggeration in either direction, if for no other reason than merely this, that exaggeration either detracts from effectiveness, or else causes, if not timidity, at least an unfortunate embarrassment. There is one species of magnifying, however, which subserves a good purpose, because it enables pupils to see more clearly the importance of trifles and the great significance of their own actions, and in this way helps to counteract thoughtlessness. We refer to viewing the present in the light of the future. The pettiest faults are liable to grow through habit; the faintest desire, unless kept under control, may turn into passion. Then, too, the future circumstances of one’s life are uncertain; allurements and temptations may come into it, or unlooked-for misfortunes. This prevision of the possibilities of the future is, of course, not prophecy, and no such claim should be made for it; nevertheless, it does good service as a warning. 191. When the pupil has been brought to the point where he regards his moral education as a matter of serious import, instruction in conjunction with a growing knowledge of the world may bring it about that a glow of moral sentiment permeates his whole thought, and that the idea of a moral order unites on the one hand with his religious concepts, and with his self-observation on the other. Henceforth the direct, emphatic expression of praise or censure will have to be less frequent. It will no longer be as easy as formerly to give a clearer account to the pupil of what goes on within him than he has already rendered to himself. We may still, however, come to his assistance from another direction, namely, that of general concepts,--a field in which advancing youthful reflection is little by little finding its bearings. 192. Sixth. It is the business of training to remind at the right moment and to correct faults. We may safely assume that, even after a young man has reached the plane of moral decisions, he will still stand in need of frequent reminders, although in this respect individuals exhibit great differences, which observation alone is able to reveal. But that which he is reminded of consists of resolves which lay claim to something like universal validity, but which are not likely to make good that claim when incorrectly formulated or conceived in the wrong connection. General considerations become predominant with only a very few at best; but youth especially sees and experiences so much that is new that the old is easily slighted for the new, and, accordingly, the general for the particular still more. Nevertheless, it is far easier for training to remind and to correct with success where a good, firm foundation has been laid, than it is to support (161–166) when in adolescence nothing is found by which the pupil might try to steady himself.