(1) _Relation between Action and Rest._ The powers of the child must be given something to do, but exercise is to further their growth and hence must not be carried to the point of exhaustion. Now and then a boy must convince himself by experience that great things may be achieved by strenuous effort, but severe tests of this kind must never be permitted to become the rule. (2) _Relation between that which puts down and that which lifts up._ The means of training that humble and those that encourage should balance as nearly as possible. That which rises of its own accord requires no raising up; but when along the whole course of training criticism perceptibly exceeds encouragement, it loses its effectiveness and often embitters pupils more than it benefits them. (3) _Relation between Restraint and Freedom._ The child’s surroundings and companionship should afford protection against temptation, but his environment must be sufficiently ample and rich to prevent much longing for that which is outside. 157. The outcome is uncertain in the case of those aids to training whose effect on the sensibilities of the pupils cannot be foreseen. Some of them are, nevertheless, well worth trying, final judgment being suspended until after the result has been observed. Under this head belong especially the strictly pedagogical punishments and rewards which are patterned after the natural consequences of doing or not doing. The boy who comes late loses the anticipated enjoyment; if he destroys his things, he must do without them; over-indulgence is followed by bitter medicine; tattling by removal from the circle in which matters requiring discretion are discussed, etc. Such punishments do not subserve moral improvement, but they warn and teach a lesson. To what extent they will do so we are often unable to tell beforehand; a profitable reminiscence may be retained at all events. The discipline of consequences has been much emphasized by Herbert Spencer in his “Education.” Its limited usefulness in moral training is pointed out in the foregoing section. Acting like a mechanical law, it tends to have the same effect upon the feelings that a physical law has. How could one’s moral sensibilities be impressed by the law of gravitation? Nature makes us prudent, but scarcely good.