Frequent censure and curtailment of freedom generally blunt sensibility, rather more, however, sensibility to words than to restrictions. Accordingly, where repetition of censure is necessary, the language may and should vary. On the other hand, the teacher’s practice with respect to permission and prohibition must, where possible, be felt to be permanent, even if it were only to confine the granting of the same permission to stated times, in accordance with an adopted habit. Lack of uniformity, except for obvious reasons, impresses pupils as arbitrariness and caprice; fixed limits are endured more easily. 153. The sensibilities are irritated least by mere directions, by daily reminding, by calls at the appointed hour, without words of reproach. There are numerous details of daily life which must be placed under the rule of order, but it would be unwise to make more of them than they deserve. Sharp reprimands ought not to be wasted on petty acts of negligence; they are needed for important things. Rules must be obeyed; but a light punishment, one that does not wound the feelings, is more suitable here than harsh words could be. 154. Closely related to the foregoing is the cultivation of habits that imply endurance, or the bearing of deprivation without murmur, or even an inuring to positive hardships. In efforts tending in this direction it is not sufficient merely to refrain from hurting the pupil’s feelings; youthful good humor and love of fun must be allowed free expression besides. 155. Mischievous consequences follow if children become accustomed to frequent, unnecessary gratification of desires, or to a round of artificial pleasures which include neither work nor exercise. To mention only one such consequence, the attendant blunting of the sensibilities renders ineffectual numerous minor aids of training which may be employed to good advantage with unspoiled children. It takes little to give children a great variety of pleasures when great moderation is a matter of daily practice, and for this very reason we need to husband, as it were, our resources for giving enjoyment, in order that much may be accomplished with little. Harmless games, particularly, should not be spoiled for children by making them feel that they must cultivate the staid behavior of adults. Their own ambition fills them only too early with the desire to appear no longer as children. 156. The good teacher’s watchfulness will extend even to petty details, which may indeed prove momentous enough in his little world. These are not so important, however, as the mutual relations of the coöperating factors:--