Teachers of manual training everywhere testify to the quieting effect of directed physical labor upon stormy spirits. Even a truant school or a school for incorrigibles becomes an attractive place to the inmates when adequate provision is made for the exercise of the motor powers. Most children can be controlled through mental occupation, but there are some to whom motor activity is indispensable. That a judicious apportionment of sensory and motor activity would favorably affect the development of all children is not to be questioned. 57. Instruction and training have this in common, that each makes for education and hence for the future, while government provides for the present. A distinction should, however, be made here. Instruction is far from being always educative or pedagogical. Where acquisition of wealth and external success or strong personal preference supply the motives for study, no heed is paid to the question: What will be the gain or loss to character? One actuated by such motives sets out, such as he is, to learn one thing or another, no matter whether for good or bad or for indifferent ends; to him the best teacher is he who imparts _tuto, cito, jucunde_, the proficiency desired. Instruction of this kind is excluded from our discussion; we are concerned here only with instruction that educates in the moral sense of the term. 58. Man’s worth does not, it is true, lie in his knowing, but in his willing. But there is no such thing as an independent faculty of will. Volition has its roots in thought; not, indeed, in the details one knows, but certainly in the combinations and total effect of the acquired ideas. The same reason, therefore, which in psychology accounts for considering the formation of ideas first, and then desire and volition, necessitates a corresponding order in pedagogics: first the theory of instruction, then that of training.