As soon as a pupil gets a clear notion that a presented ideal of conduct promotes the true realization of his own being, he is in a position to acquire an interest in reaching that ideal. An end, hitherto remote, comes nearer, so that it begins to exercise influence upon the conduct that leads to it. Convention, appeal, or even compulsion from without, are now reinforced by the good resolutions arising from the pupil’s own subjective states. Here we see the interaction of intellectual and emotional capacities. The intellect perceives relations, thus bringing into consciousness a new ideal; this distant end is mediated inasmuch as desire or feeling impels the pupil to enter upon a course of conduct whose stages lead to the ideal goal.[15] [15] See Dewey, “Interest as Related to Will,” reprint by the National Herbart Society for 1899, pp. 15–16. CHAPTER V =Helps in Training= 151. The function of training does not consist, it is true, in always restraining and meddling; still less in ingrafting the practices of others to take the place of the pupil’s self-activity. Nevertheless, refusal and permission are so much a part of training that the pupil becomes far more dependent through training than mere government could make him. In government a few rules may be enforced very strictly, while in other respects the boy is left to himself; in training a similar relaxation of vigilance is scarcely ever permissible. Only the strongest grounds for confidence in a pupil would justify such a course. The watchful teacher, even without aiming to do so, always shows some degree of approbation or dissatisfaction. In many cases this is all that is necessary; at times, with sensitive pupils, even this is too much. Unaccustomed censure hurts them more than was intended, while no evidence, however slight, of approval, escapes their notice. The teacher should be considerate in his treatment of such sensibility. 152. With regard to restraint of freedom, keenness of sensibility is more common. In this connection another point also calls for consideration. Freedom is of the utmost direct importance to formation of character, provided it issues in well-weighed and successful action. For from success springs the confidence of will whereby desire ripens into decision. Where rational action may be looked for, freedom of action must be granted; where the opposite is true, the early appearance of a vivid consciousness of self-activity is fraught with danger.