Again, if the end sought were more strictly scientific form for the moral sentiments, there would have to be ground for presuming that the student is able to appreciate that form and has acquired skill in the use of logical methods. The study of logic, together with appropriate exercises, would obviously be a necessary preliminary step. Prerequisites like these need to be borne in mind, especially in the case of lower schools and all other institutions that do not, as a rule, lead to the university. 313. Erroneous systems of ethics, moreover, might occasion the adoption of very absurd measures, concerning which, on account of the importance of the subject, at least something has to be said. Everything would be turned upside down, if, instead of bringing together and uniting maxims under the concept virtue, the attempt were made to deduce from some one formula of the categorical imperative a multiplicity of maxims and from these, rather than from the original ethical judgments, the estimates of will values, the final undertaking being, perhaps, to divert the will itself by such operations. On the contrary, the will must early have been given such direction by government and training, that its lines of tendency will of themselves coincide as nearly as possible with the paths disclosed later, when the pupil is being shown the way through ethical judgments. Those beginnings of evil noted above (305) must not be permitted to appear at all, for their consequences usually prove ineradicable. But even so, it is not certain that a way can be hewn through the errors of others to truer judgments. When, however, both ends have been gained, experience and history and literature must next be called in, in order to show clearly the confusion into which the maxims based upon pleasure and passion plunge human beings. Not until now has the time come for more or less systematic lectures, or for the study of suitable classical writers. Lastly, there will still be need of frequent appeals to moral obedience, and it will be found necessary to reinforce these appeals by reflections of a religious character. CHAPTER III =The Effects of Training= 314. A. Training prevents passions in that it:-- (1) satisfies needs, (2) avoids opportunities for violent desires, (3) provides employment, (4) accustoms to order, (5) demands reflection and responsibility. B. Training influences the emotions in that it:-- (1) checks violent outbreaks, (2) creates other emotions, (3) and supplements self-control.