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