158. Sometimes the question is how to set pupils on the right track again. They have grown listless, for instance, or pursue their tasks with reluctance. Here we may profitably resort to a sudden interruption by a change of employment. It happens occasionally that pupils, physically strong, are guilty of very bad behavior that persists in spite of admonitions and punishments, or reappears in another form, but which is, after all, at bottom, only the result of a state of ill humor that can easily be corrected. An unexpected, trifling present, an unusual act of attention, will very likely break down the pupil’s reserve, and when the cause of the trouble has once been ascertained, it will be possible to discover a remedy. 159. In the case of those that are weak physically, furtherance of health combined with persevering patience is the first and chief duty. But kindness should not degenerate into weak indulgence; on the other hand, close supervision must take the place of every form of harsh treatment. CHAPTER VI =General Method of Training= 160. The distinctions relative to character and morality (143–150) furnish the thread of reflection on this subject. Concisely stated, the function of training is to support, to determine, and to regulate; to keep the pupil, on the whole, in a tranquil and serene frame of mind; to arouse him occasionally by approval and reproof; to remind at the proper moment, and to correct faults. A more definite significance will be imparted to this brief summary by a comparative study and application of the ideas analyzed in the preceding chapters. While we may accept the statement that the function of training is to support, to determine, and to regulate, we must not forget to ask: To what end shall it do these things? The answer is, that though the means of moral training are always psychological, the ends are always social. Support must hold the pupil up to social standards, the directive power of the teacher must be exercised for social ends, while all regulation of the pupil’s activities must point to the same result. There is scarcely a virtue to be named that does not find its ultimate meaning in its application to conduct as affecting others. This is true even in primitive society. In modern urban society it is not only true, but vastly important. The discussion in Chapter VI is psychological throughout. It must be the purpose of the annotation to point out the social implications. 161. First, what is meant by the supporting activity of training becomes clearer if we recall the remarks made concerning memory of the will (147) as opposed to the thoughtlessness usually ascribed to youth. The thoughtless boy does not remember past acts of will. He stands in need of being supported by training. This, further analysis shows, is done in two ways: by holding him back from the wrong course, and by holding him up to the right course.