318. The will is most directly tractable in social relations, where it appears as common will. In infancy, the child, wholly devoted to his mother, is manageable through her; at a later period training is surest of success when it promotes attachments among the young and carefully fosters the seeds of goodness. The social ideas, purified by teaching, must gradually be added. 319. But as far back as boyhood, factions spring up and exclusive sets are formed, facts which the teacher cannot permit to elude his vigilance. When a kind of authority is granted to some older and tried pupils over those younger and less mature in judgment, the former become responsible; but the latter are not on that account relieved of all reflection on their own part, nor are they obliged to submit to every, though plainly unreasonable, demand of the former. CHAPTER IV =Special Faults= 320. First of all it is necessary to distinguish between those faults which the pupil commits and those which he has. Not all faults one commits are direct manifestations of those he possesses; but those which are committed repeatedly may grow permanent. This truth must be made clear, and must be impressed upon the mind of the pupil to the full extent of his powers of comprehension. 321. In the case of false steps caused from without by unnoticed pitfalls, or made in spite of a firm resolve to the contrary, the pupil is himself usually frightened by what he has done. If so, all depends on the gravity of his offence as compared with the degree of his horror. There is a host of minor faults, blunders, and even acts resulting in damage, which tax the patience of the teacher severely; but it would imply a mistaken conception of the difficulty of moral education, if he should repel the frankness of his pupils by harsh treatment of such offence. Frankness is too essential a factor to be sacrificed; once gone it will hardly ever wholly return. 322. But the first lie uttered with evil intent, the first act of theft, and similar actions positively detrimental to morality or health, have to be dealt with severely, and always in such a way that the pupil who thought he was permitting himself a slight fault, is made to experience most thoroughly both fear and censure. 323. Serious treatment of a first offence is demanded also where pupils try to see how far they may safely disregard authority and command. It is important, however, not to overestimate the intention of these attempts; important also to exhibit strength, but not anger. Yet there are cases where the teacher must seem to act with some warmth, because the necessary treatment, if combined with coldness, would only intensify bitterness and cause pain an inordinate length of time. But very likely as much feeling as is expedient will show itself upon simply laying aside the assumed coldness.