41. But even apart from reference to instruction, training must seek to ward off violent desires and to prevent the injurious outbursts of emotion. We may grant that after the days of school life are over, individual traits will always break forth again in this respect; but experiences, too, follow, and in connection with these the after-effect of education comes to light in proportion as education has been more or less successful. It shows itself in the nature and the amount of self-knowledge through which the adult strives to restrain his native faults. Seeming exceptions are in most cases accounted for by impressions produced in very early youth and long concealed. As soon as a person attains freedom of action, he usually endeavors to achieve the life which in his earlier years seemed most desirable. Hence training and instruction have each to be directed against the springing up of illusive longings and toward a true picture of the blessings and burdens of various social classes and professions. What modifications of individuality training may accomplish, is brought about less by restrictions, which cannot be permanent, than by inducing an early development of the higher impulses whereby they attain predominance. 42. The larger portion of the restrictions necessary during the period of education falls under another head, that of government. The question of completeness of education aside, children no less than adults need to experience the constraint imposed on every one by human society: they, too, must be kept within bounds. This function the state delegates to the family, to guardians, and to the schools. Now the purpose of government refers to present order; that of training to the future character of the adult. The underlying points of view are accordingly so different that a distinction must necessarily be made in a system of pedagogics between training and government. 43. In matters of government, too, much depends on how keenly its disciplinary measures are felt. Only good training can insure the right kind of sensibility. A gentle rebuke may prove more effective than blows. The first thing to do, of course, when unruly children create disorder, is to govern, to restore order; but government and training should, if possible, go together. The distinction between these two concepts serves to aid the reflection of the teacher, who ought to know what he is about, rather than to suggest a perceptible separation in practice.