44. In the following pages, general pedagogics, which is followed necessarily by observations of a more special nature, will be discussed under the three main heads,--government, instruction, training. What needs to be said concerning government as the primary condition of education will be disposed of first. Next comes the theory of instruction and didactics. The last place is reserved for training; for an enduring effect could not be expected from it, if it were severed from instruction. For this reason the teacher must always keep the latter in view when he fixes his attention on methods of training, which in actual practice always work hand in hand with instruction. The other customary form of treatment, that according to age, while not adapted to the exposition of principles, finds its proper place in the chapter leading over to the discussion of special topics. PART II _OUTLINES OF GENERAL PEDAGOGICS_ SECTION I GOVERNMENT OF CHILDREN CHAPTER I =Theoretical Aspects= 45. We assume at the outset the existence of all the care and nurture requisite for physical growth and well-being; a bringing up that shall be as free from pampering as from dangerous hardening. There must be no actual want to lead a child astray, nor undue indulgence to create unnecessary demands. How much hardening it is safe to risk will depend in each case on the child’s constitution. 46. The foundation of government consists in keeping children employed. No account is taken as yet of the prospective gain to mental culture; the time is to be fully occupied, at all events, even if the immediate purpose be merely the avoidance of disorder. This purpose, however, involves the requirement of ample provision, according to the ages of pupils, for the need of physical activity, that the cause of natural restlessness may be removed. This need is more urgent with some than with others; there are children that seem ungovernable because compelled to sit still. 47. Other things being equal, self-chosen occupations deserve the preference; but it rarely happens that children know how to keep themselves busy sufficiently and continuously. Specific tasks, not to be abandoned until completed, assure order much better than random playing, which is apt to end in ennui. It is desirable that adults possessing the requisite patience assist children, if not always, at least frequently, in their games; that they explain pictures, tell stories, have them retold, etc. With advancing maturity, a steadily increasing proportion of the occupations assumes the character of instruction or of exercises growing out of it; this work should be properly balanced by recreations. 48. Next in order comes supervision, and with it numerous commands and prohibitions. Under this head several things must be considered.