§ 34. Education, then, must consider the preparation for authority and obedience (§ 17); for a rational ordering of one's actions according to universal principles, and, at the same time, a preservation of individuality (§ 18); for work and play (§ 25); for habits of spontaneity or originality (§ 28). To endeavor by any set rules to harmonize in the pupil these opposites will be a vain endeavor, and failure in the solution of the problem is quite possible by reason of the freedom of the pupil, of surrounding circumstances, or of mistakes on the part of the teacher, and the possibility of this negative result must, therefore, enter as an element of calculation into the work itself. All the dangers which may in any way threaten the youth must be considered in advance, and he must be fortified against them. While we should not intentionally expose the youth to temptation in order to prove his strength of resistance, neither should we, on the other hand, endeavor to seclude him from all chance of dangerous temptation. To do the former would be satanic; while to do the latter would be ridiculous, useless, and in fact dangerous in the highest degree, for temptation comes more from within than from without, and any secret inclination will in some way seek, or even create, its own opportunity for gratification. The real safety from sin lies, not in seclusion of one's self from the world[10]——for all the elements of worldliness are innate in each individual——but in an occupying of the restless activity in other ways, in learning and discipline; these being varied as time goes on, according to the age and degree of proficiency. Not to crush out, but to direct, the child's activity, whether physical or mental, is the key to all real success in education. The sentimentalism which has, during the last few years, in this country (the United States), tended to diminish to so great an extent the actual work to be performed by our boys and girls, has set free a dangerous amount of energy whose new direction gives cause for grave alarm. To endeavor to prevent the youth from all free and individual relations with the real world, implies a never-ending watch kept over him. The consciousness of being thus "shadowed" destroys in the youth all elasticity of spirit, all confidence, and all originality. A constant feeling of, as it were, a detective police at his side obscures all sense of independent action, systematically accustoming him to dependence. Though, as the tragic-comic story of Peter Schlemihl shows, the loss of a man's own shadow may involve him in a series of fatalities,[11] yet to be "shadowed" constantly by a companion, us in the pedagogical system of the Jesuits, undermines all naturalness. And, if we endeavor to guard too strictly against what is evil and wrong, the pupil reacts, bringing all his intelligence into the service of his craft and cunning, till the would-be educator stands aghast at the discovery of such evil-doing as