A child, in growing up, may meet an d 1 ( __ ) (learn, study) from three 2 ( __ ) (various, different) kinds of discipline. The first and most important is what we might call the Discipline of Nature or Reality. When he is trying to do something real, if he does the 3 ( __ ) (incorrect, wrong) thing or doesn't do the right one, he doesn't get the 4 ( __ ) (effect, result) he wants. If he doesn't pile one block right on top of another, or tries to build on a slant ing surface, his tower falls down. If he 5 ( __ ) (hits, beats) the wrong key, he 6 ( __ ) (hears, listens) the wrong note. If he doesn't hit the nail squarely on the 7 ( __ ) (top, head), it bends, and he has to 8 ( __ ) (pull, push) i t out and start with 9 ( __ ) (other, another). If he doesn't measure properly what he is trying to build, it won ’ t open, close, fit, stand up, fly, float, whistle, or do whatever he wants it to do. If he closes his eyes when he swings, he doesn't 10 ( __ ) (play, hit) the ball. A child meets this kind of discipline every time he tries to do something, which is why it is so important in school to give children more chances to do things, instead of just reading or 11 ( __ ) (listen ing , hearing) to someone 12 ( __ ) (say, talk) (or pretending to). This discipline is a great teacher. The learner never has to wait long for his answer; it usually comes quickly, often instantly. Also it is clear, and very often points toward the needed correction; from what happened he can not only see that what he did was wrong, but also why, and what he needs to do instead. Finally, and most important, the giver of the answer, call it Nature, is impersonal, impartial, and indifferent. She does not 13 ( __ ) (suggest, give) opinions, or 14 ( __ ) (do, make)judgments; she cannot be wheedled, bullied, or fooled; she does not get angry or disappointed; she does not praise or blame; she does not remember past failures or hold grudges; with her one always gets a fresh start, this time is the one that counts.