dull and discontented.

I have read that youth is full of enthusiasm and ideals, and that these gradually disappear with age, until a man is left with few or none. But it seems to me that enthusiasm, if real, should not die out, and leave cynicism behind, but rather should become stronger and more purposeful with age. The young children coming straight out of the heaven-world have brought with them a feeling of unity, and this feeling should be strengthened in them, so that it may last on through life. Anger and irritability belong only to the separated self, and they drive away the feeling of unity.

Self-control also involves calmness, courage and steadiness. Whatever difficulties the teacher may have either at home or at school, he must learn to face them bravely and cheerfully, not only that he may avoid worry for himself, but also that he may set a good example to his boys, and so help them to become strong and brave. Difficulties are much increased by worrying over them, and by imagining them before they happen—doing what Mrs. Besant once called, "crossing bridges before we come to them." Unless the teacher is cheerful and courageous with his own difficulties, he will not be able to help the boys to meet their difficulties bravely. Most obstacles grow small before a contented mind, and boys who bring this to their work will find their studies much easier than if they came to them discontented and worried. Courage and steadiness lead to self-reliance, and one who is self-reliant can always be depended on to do his duty, even under difficult circumstances.

Self-control as to the mind also means concentration on each piece of work as it has to be done. My Master says about the mind: "You must not let it wander. Whatever you are doing, fix your thought upon it, that it may be perfectly done." Much time is lost in school because the boys do not pay sufficient attention to their work; and unless the teacher is himself paying full attention to it the minds of the boys are sure to wander. Prayer and meditation are intended to teach control of the mind, but these are practised only once or twice a day. Unless the mind is controlled all day long by paying attention to everything we do, as the Master directs, we shall never gain real power over our minds, so that they may be perfect instruments.

One of the most difficult parts of a teacher's duty is to turn quickly from one subject to another, as the boys come to him with their different questions and troubles. His mind must be so fully under his control that he can pay complete attention to the particular anxiety of each boy, taking up one after the other with the same care and interest, and without any impatience. If he does not pay this full attention he is sure to make mistakes in the advice which he gives, or to be unjust in his decisions, and out of such mistakes very serious troubles may arise.

On this point my friend, Mr. G. S. Arundale, the well-known Principal of the Central Hindu College, writes: "At frequent intervals, of course, boys come with complaints, with petitions, and here I have to be very careful to concentrate my attention on each boy and on his particular need, for the request, or complaint, or trouble, is sometimes quite trivial and foolish, and yet it may be a great source of worry to the boy unless it is attended to; and even if the boy cannot be satisfied he can generally be sent away contented. One of the most difficult tasks for a teacher is to have sufficient control over his attention to be able continually to turn it from one subject to another without losing intensity, and to bear cheerfully the strain this effort involves. We often speak of something taxing a person's patience, but we really mean that it taxes a person's attention, for impatience is only the desire of the mind to attend to something more interesting than that which for the moment occupies it."

Boys must be helped to concentrate their attention on what they are doing, for their minds are always wandering away from the subject in hand. The world outside them is so full of attractive objects new and interesting to them, that their attention runs away after each fresh thing that comes under their eyes. A child is constantly told to observe, and he takes pleasure in doing so; when he begins to reason he must for the time stop observing and concentrate his mind on the subject he is studying. This change is at first very difficult for him, and the teacher must help him to take up the new attitude. Sometimes attention wanders because the boy is tired, and then the teacher should try to put the subject in a new way. The boy does not generally cease to pay attention wilfully and deliberately, and the teacher must be patient with the restlessness so natural to youth. Let him at least always be sure that the want of attention is not the result of his own fault, of his own way of teaching.

If the attention of the teachers and the boys is trained in this way, the whole school life will become fuller and brighter, and there will be no room for the many harmful thoughts which crowd into the uncontrolled mind. Even when rest is wanted by the mind, it need not be quite empty; in the words of the Master: "Keep good thoughts always in the background of it, ready to come forward the moment it is free."

The Master goes on to explain how the mind may be used to help others, when it has been brought under control. "Think each day of some one whom you know to be in sorrow, or suffering, or in need of help, and pour out loving thoughts upon him." Teachers hardly understand the immense force they may use along this line. They can influence their boys by their thoughts even more than by their words and actions, and by sending out a stream of kind and loving thoughts over the class, the minds of all the boys will be made quieter and happier. Even without speaking a word they will improve the whole atmosphere.

This good influence of thought should spread out from the school over the neighbourhood. As those who live among young people keep young themselves, and keep the ideals and pure aspirations of youth longer than those who live mainly among older people, so the presence of a school should be a source of joy and inspiration to the surrounding neighbourhood or district. Happy and harmonious thought-forms should radiate from it, lighting up the duller atmosphere outside, pouring streams of hope and strength into all within its sphere of influence. The poor should be happier, the sick more comfortable, the aged more respected, because of the school in their midst.

If the teacher often speaks on these subjects to his boys, and from time to time places some clear thought before them, which they all think about together, much good may be done. For thought is a very real and powerful force, especially when many join together with some common thought in their minds. If any great disaster has happened, causing misery to numbers of people, the teacher might take advantage of the religious service to draw attention to the need, and ask the boys to join with him in sending thoughts of love and courage to the sufferers.

The last point mentioned by the Master is pride: "Hold back your mind from pride," He says, "for pride comes only from ignorance." We must not confuse pride with the happiness felt when a piece of work is well done; pride grows out of the feeling of separateness: "I have done better than others." Happiness in good work should grow out of the feeling of unity: "I am glad to have done this to help us all." Pride separates a person from others, and makes him think himself superior to those around him; but the pleasure in some piece of work well done is helpful and stimulating, and encourages the doer to take up some more difficult work. When we share with others any knowledge we have gained, we lose all feeling of pride, and the wish to help more, instead of the wish to excel others, becomes the motive for study.

2. Self-control in action. The Master points out that while "there must be no