193. It is evident from the wide divergence among the principles which schools old and new have accepted as the basis of ethics and of systems of justice, that many conflicting, or at any rate, one-sided views may arise when the attempt is made to introduce order, definiteness, and consistency into existing ethical concepts. This whole conflict and one-sidedness of opinion, together with the innumerable fluctuations that may find a place here besides,--all this is likely to be reproduced in youthful minds, particularly where they make it a point of going their own way. Very frequently acquired principles adjust themselves to inclinations; the subjective side of character adapts itself to the objective. Now, while it is the business of instruction to correct error, training must avail itself of those opportunities that reveal a directing of thoughts by inclination. 194. When, however, the pupil has once established confidence in his disposition as well as in his principles, training must withdraw. Unnecessary judging and over-anxious observation would only impair naturalness, and give rise to extraneous motives. When once self-culture has been assumed, it should be left alone. SECTION IV SYNOPSIS OF GENERAL PEDAGOGICS FROM THE POINT OF VIEW OF AGE CHAPTER I =The First Three Years= 195. Owing to the delicate character of the thread of life during the earliest years, care for the body, a subject falling outside the limits of the present discussion, has precedence of everything else. The state of health, accordingly, implies great variations in the time available for profitable culture of the mind. But short as this time may be, it is extremely important, because of the great receptivity and susceptibility of the first period of life. The lines of study suggested by these few remarks upon infancy have been arduously pursued in recent years by Perez,[21] Preyer,[22] Baldwin,[23] and others. The attempt has been made in these works to show how the psychical and physical powers of the young child actually unfold. In this way it has been possible to correct many erroneous deductions from adult psychology, thus making elementary training more successful. [21] Perez, “The First Three Years of Childhood.” [22] Preyer, (a) “Mental Development in the Child,” (b) “The Development of the Intellect,” (c) “The Senses and the Will.” [23] Baldwin, (a) “Mental Development in the Child and the Race,” (b) “Social and Ethical Interpretations.” 196. Those moments when the child is fully awake and free from suffering should always be utilized by presenting, but not obtruding, something for sense-perception. Powerful impressions are to be avoided. The same caution applies to violent changes; very slight variations often suffice to revive waning attention. It is desirable to secure a certain completeness of eye- and ear-impressions, so that the senses may be equally at home everywhere within the fields of sight and sound.