§ 34. Education deals with these complementary relations (antitheses): (a) authority and obedience; (b) rationality (_general_ forms) and individuality; (c) work and play; (d) habit (general custom) and spontaneity. The development and reconciliation of these opposite sides in the pupil's character, so that they become his second nature, removes the phase of constraint which at first accompanies the formal inculcation of rules, and the performance of prescribed tasks. The freedom of the pupil is the ultimate object to be kept in view, but a too early use of freedom may work injury to the pupil. To remove a pupil from all temptation would be to remove possibilities of growth in strength to resist it; on the other hand, to expose him needlessly to temptation is fiendish. § 35. Deformities of character in the pupil should be carefully traced back to their origin, so that they may be explained by their history. Only by comprehending the historic growth of an organic defect are we able to prescribe the best remedies. § 36. If the negative behavior of the pupil (his bad behavior) results from ignorance due to his own neglect, or to his wilfulness, it should be met directly by an act of authority on the part of the teacher (and without an appeal to reason). An appeal should be made to the understanding of the pupil only when he is somewhat mature, or shows by his repetition of the offence that his proclivity is deep-seated, and requires an array of all good influences to reinforce his feeble resolutions to amend. § 37. Reproof, accompanied by threats of punishment, is apt to degenerate into scolding. § 38. After the failure of other means, punishment should be resorted to. Inasmuch as the punishment should be for the purpose of making the pupil realize that it is the consequence of his deed returning on himself, it should always be administered for some particular act of his, and this should be specified. The "overt act" is the only thing which a man can be held accountable for in a court of justice; although it is true that the harboring of evil thoughts or intentions is a sin, yet it is not a crime until realized in an overt act. § 40. Punishment should be regulated, not by abstract rules, but in view of the particular case and its attending circumstances. § 41. Sex and age of pupil should be regarded in prescribing the mode and degree of punishment. Corporal punishment is best for pupils who are very immature in mind; when they are more developed they may be punished by any imposed restraint upon their free wills which will isolate them from the ordinary routine followed by their fellow-pupils. (Deprivation of the right to do as others do is a wholesome species of punishment for those old or mature enough to feel its effects, for it tends to secure respect for the regular tasks by elevating them to the rank of rights and privileges.) For young men and women, the punishment should be of a kind that is based on a sense of honor.