Training presupposes an efficient government and the obedience consequent to it. By implication, the pupil would not dare to disobey a command if given. But commands ought to be employed sparingly, and only when inevitable. Imposed too frequently, they would preclude self-development; if given to adolescents for any but obvious and urgent reasons, obedience would not long continue. In short, government acts at intervals. But the pupil cannot be permitted to live in a state of lawless liberty in the meantime. He must remain sensible, be it ever so little, of certain limits which he is not allowed to overstep. This result is the aim of the supporting function of training. But the pupil, even though he be generally obedient, does not obey every one, nor under all circumstances, nor always fully, promptly, and without opposition; and when he once fails to comply with gentle words, he will be still less ready to yield to a severe manner toward himself. Of course, the teacher must know on what support he may depend; the father needs to have made up his mind how far he would be willing to go with coercive measures if necessary; the private tutor, to what extent he may count on the backing of parents; the teacher in a public institution, how far his course of action would be upheld by his superiors. But all this involves an appeal from training to government, a step to be avoided as much as possible. Most of the unpleasant cases of intractability, where recourse to government becomes unavoidable, are the gradual result of continued weak indulgence. Of such cases no account is taken here, and justly so, since, apart from all else, even defiant obstinacy, provided restraint has not been cast off utterly, soon breaks down and gives way to remorse when it is met by serious and deliberate firmness.