excel others, becomes the motive for study.

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