give time for a quiet change from one breath to another.

Resistance, which is the mental source of hurry, is equally at the
root of that most harmful emotion--the habit of worrying. And the
same truths which must be learned and practised to free ourselves of
the one habit are applicable to the other.

Take the simple example of a child who worries over his lessons.
Children illustrate the principle especially well, because they are
so responsive that, if you meet them quietly with the truth in
difficulties of this kind they recognize its value and apply it very
quickly, and it takes them, comparatively, a very little time to get
free.

If you think of telling a child that the moment he finds himself
worrying about his lesson he should close his book and say:

"I do not care whether I get this lesson or not."

And then, when he has actually persuaded himself that he does not
care, that he should open his book and study,--it would seem, at
first sight, that he would find it difficult to understand you; but,
on the contrary, a child understands more quickly than older people,
for the child has not had time to establish himself so firmly in the
evil habit.

I have in mind a little girl in whom the habit had begun of worrying
lest she should fail in her lessons, especially in her Latin. Her
mother sent her to be taught how not to worry. The teacher, after
giving her some idea of the common sense of not worrying, taught her