laziness, but constant activity in good work ... it must be your own duty that you do—not another man's, unless with his permission and by way of helping him." The teacher has, however, a special duty in this connection; for while he must offer to his boys every opportunity for development along their own lines, and must be careful not to check their growth or to force it in an unsuitable direction, he is bound to guide them very carefully, to watch them very closely, and, as Master has said, to tell them gently of their faults. The teacher is in charge of his boys while they are in school, and must, while they are there, take the place of their parents.

His special lesson of self-control is to learn to adapt his own methods to the stage through which his boys are passing. While contenting himself with watching and encouraging them when their activity is running along right lines, he must be ready to step in—with as little disturbance as possible—to modify the activity if it becomes excessive, to stimulate it if it becomes dull, and to turn it into new channels if it has taken a wrong course. In any necessary interposition he should try to make the boys feel that he is helping them to find the way they have missed but really wished to go, rather than forcing them to go his way. Many boys have failed to develop the necessary strength of character, because the teacher, by constant interference, has imposed on them his own knowledge as to right action, instead of trying to awaken their judgment and intuition. The boys become accustomed to depend entirely on him, instead of learning gradually to walk alone.

The teacher must be very careful not to allow outside interests to take him away from his duties in the school. Many teachers do not seem to realise that the school should occupy as much time as they can possibly give to it outside their home duties. They sometimes do the bare amount of work necessary, and then rush away to some other occupation which they find more interesting. No teacher can be really successful in his profession unless it is the thing he cares for most, unless he is eager to devote all the time he can to his boys, and feels that he is happiest when he is working with them or for them.

We are always told that enthusiasm and devotion to their work mark the successful business man, the successful official, the successful statesman; they are equally necessary for the successful teacher. Anyone who desires to rise high in the profession of teaching must bring to his work, not only ability, but similar enthusiasm and devotion. Surely even more enthusiasm and devotion should be brought to the moulding of many hundreds of young lives than to the gaining of money or power. Every moment that the teacher is with his boys he can help them, for, as has always been taught in India, being near a good man helps one's evolution. Away from the school he should be thinking of them and planning for them, and this he cannot do if his whole mind, out of school, is taken up with other interests. On this, again, I may quote Mr. Arundale: "When I get up in the morning my first thought is what has to be done during the day generally and as regards my own work in particular. A rapid mental survey of the School and College enables me to see whether any student seems to stand out as needing particular help. I make a note of any such student in my note book, so that I may call him during the day. Then before College hours, before I take up any extraneous work, I look through my own lectures to see that I am ready far them. By this time students are continually dropping in with questions, with their hopes and aspirations, with difficulties and with troubles, some with slight ailments they want cured. I have a special little place in which to see those young men, so that the atmosphere may be pure and harmonious, and upon each one I endeavour to concentrate my whole attention, shutting everything else completely off, and I am not satisfied unless each boy leaves me with a smile upon his face."

Unless a teacher works in this spirit, he does not understand how sacred and solemn a trust is placed in his hands. No teacher is worthy of the name who does not realise that he serves God most truly and his country most faithfully when he lives and works with his boys. His self-sacrificing life, lived amongst them, inspires them to perform their duties well, as they see him performing his, and thus they grow in reverence and patriotism. These boys are God's children entrusted to his care; they are the hope of the nation placed in his hands. How shall he answer to God and the nation, when the trust passes out of his hands, if he has not consecrated his whole time and thought to discharge it faithfully, but has allowed the boys to go out into the world with out love to God, and without the wish and power to serve their country?

Boys, as well as teachers, must learn self-control in action. They must not so engage in other activities as to neglect their ordinary school duties. My Master says to those who wish to serve Him: "You must do ordinary work better than others, not worse." A boy's first duty in school is to learn well, and nothing should lead him to neglect his regular school work. Outside this—as it is best that his activities should be kept within the school—the wise teacher will provide within the school organisation all the activities in which his boys can usefully take part. If there should be any national organisation to which he thinks it useful that they should belong, he will himself organise a branch of it within the school and he himself and the other teachers will take part in it. For example the Boy-Scout movement and the Sons of India are both national organisations, but branches of them should be formed in the separate schools. Teachers should train their boys to realise that just as the home is the centre of activity for the child, so is the school the centre of activity for the youth. As the child draws his life and energy from the home, so the youth should draw his from the school. The most useful work should be done in connection with the school so that it may form part of the general education of the boy, and be in harmony with the rest of his growth. There should be in the school debating societies, in which the rules of debate are carefully observed, so that the boys may learn self-control in argument; dramatic clubs in which they may learn control of expression; athletic clubs in which control of mind and action are both acquired; literary societies for boys specially interested in certain studies; societies for helping the poorer students.

It is also very important to give the boys an opportunity of understanding the conditions under which their country is growing, so that in the school they may practice patriotism apart from politics. It is very unfortunate that in India students are often taught by unscrupulous agitators that love of their country should be shown by hatred of other countries; the boys would never believe this, if their own school provided patriotic services for its boys, so as to give a proper outlet for the enthusiasm they rightly feel. They only seek an outlet away from the school because none is provided for them within it.

Groups of students should be formed for various kinds of social service according to the capacities of the boys, and the needs of their surroundings: for the protection of animals, for rendering first aid to the injured, for the education of the depressed classes, for service in connection with national and religious festivals, and so on. Boys, for whom such forms of service are provided in their schools, will not want to carry them on separately.

Boys have a special opportunity of practising self-control in action when they play games. The boys come from the more formal discipline of the class-room into conditions in which there is a sudden cessation of external authority; unless they have learned to replace this with self-control, we shall see in the play-ground brutality in the stronger followed by fear in the