[192.] Sixth. It is the business of training to remind at the right moment and to correct faults. We may safely assume that, even after a young man has reached the plane of moral decisions, he will still stand in need of frequent reminders, although in this respect individuals exhibit great differences, which observation alone is able to reveal. But that which he is reminded of consists of resolves which lay claim to something like universal validity, but which are not likely to make good that claim when incorrectly formulated or conceived in the wrong connection. General considerations become predominant with only a very few at best; but youth especially sees and experiences so much that is new that the old is easily slighted for the new, and, accordingly, the general for the particular still more. Nevertheless, it is far easier for training to remind and to correct with success where a good, firm foundation has been laid, than it is to support ([161]–[166]) when in adolescence nothing is found by which the pupil might try to steady himself.
[193.] It is evident from the wide divergence among the principles which schools old and new have accepted as the basis of ethics and of systems of justice, that many conflicting, or at any rate, one-sided views may arise when the attempt is made to introduce order, definiteness, and consistency into existing ethical concepts. This whole conflict and one-sidedness of opinion, together with the innumerable fluctuations that may find a place here besides,—all this is likely to be reproduced in youthful minds, particularly where they make it a point of going their own way. Very frequently acquired principles adjust themselves to inclinations; the subjective side of character adapts itself to the objective. Now, while it is the business of instruction to correct error, training must avail itself of those opportunities that reveal a directing of thoughts by inclination.
[194.] When, however, the pupil has once established confidence in his disposition as well as in his principles, training must withdraw. Unnecessary judging and over-anxious observation would only impair naturalness, and give rise to extraneous motives. When once self-culture has been assumed, it should be left alone.
[ SECTION IV
SYNOPSIS OF GENERAL PEDAGOGICS FROM THE POINT OF VIEW OF AGE]
CHAPTER I
The First Three Years
[195.] Owing to the delicate character of the thread of life during the earliest years, care for the body, a subject falling outside the limits of the present discussion, has precedence of everything else. The state of health, accordingly, implies great variations in the time available for profitable culture of the mind. But short as this time may be, it is extremely important, because of the great receptivity and susceptibility of the first period of life.
The lines of study suggested by these few remarks upon infancy have been arduously pursued in recent years by Perez,[21] Preyer,[22] Baldwin,[23] and others. The attempt has been made in these works to show how the psychical and physical powers of the young child actually unfold. In this way it has been possible to correct many erroneous deductions from adult psychology, thus making elementary training more successful.
[21] Perez, “The First Three Years of Childhood.”
[22] Preyer, (a) “Mental Development in the Child,” (b) “The Development of the Intellect,” (c) “The Senses and the Will.”