§ 45. This gradation of punishment from physical pain, up through occasional isolation, to the touching of the innermost sense of honor is very carefully to be considered, both with regard to the different ages at which they are severally appropriate and to the different discipline which they necessarily produce. Every punishment must, however, be always looked at as a means to some end, and is thus transitory in its nature. The pupil should always be conscious that it is painful to the teacher to punish him. Nothing can be more effectual as a means of cure for the wrong-doer than to perceive in the manner and tone of the voice, in the very delay with which the necessary punishment is administered, that he who punishes also suffers in order that the wrong-doer may be cured of his fault. The principle of vicarious suffering lies at the root of all spiritual healing. _III.——The Limits of Education._ § 46. As far as the external form of education is concerned, its limit is reached in the instrumentality of punishment in which we seek to turn the activity which has been employed in a wrong direction into its proper channel, to make the deed positive instead of negative, to substitute for the destructive deed one which shall be in harmony with the constructive forces of society. But education implies its real limits in its definition, which is to build up the individual into theoretical and practical Reason. When this work goes properly on, the authority of the educator, as authority, necessarily loses, every day, some of its force, as the guiding principles come to form a part of the pupil's own character, instead of being super-imposed on him from without through the mediation of the educator. What was authority becomes now advice and example; unreasoning and implicit obedience passes into gratitude and affection. The pupil wears off the rough edges of his crude individuality, which is transfigured, so to speak, into the universality and necessity of Reason, but without losing his identity in the process. Work becomes enjoyment, and Play is found only in a change of activity. The youth takes possession of himself, and may now be left to himself. There are two widely differing views with regard to the limits of education; one lays great stress on the powerlessness of the pupil and the great power of the teacher, and asserts that the teacher must create something out of the pupil.