s
for good service through late hours and the consequent loss of sleep.
Add to this condition that of worry, which often accompanies it from the
fact of failure in lessons, and a naturally good and well-organized
nervous system is sure to fail. Worry, from whatever cause, should be
avoided as one would avoid poison, if we would bring ourselves to the
highest degree of efficiency. Not only does worry temporarily unfit the
mind for its best work, but its evil results are permanent, since the
mind is left with a poorly developed or undone nervous system through
which to work, even after the cause for worry has been removed and the
worry itself has ceased.

Not only should each individual seek to control the causes of worry in
his own life, but the home and the school should force upon childhood as
few causes for worry as may be. Children's worry over fears of the dark,
over sickness and death, over prospective but delayed punishment, over
the thousand and one real or imaginary troubles of childhood, should be
eliminated so far as possible. School examinations that prey on the
peace of mind, threats of failure of promotion, all nagging and sarcasm,
and whatever else may cause continued pain or worry to sensitive minds
should be barred from our schoolroom methods and practice. The price we
force the child to pay for results through their use is too great for
them to be tolerated. We must seek a better way.

THE FACTORS IN GOOD NUTRITION.--For the best nutrition there is
necessity first of all plenty of nourishing and healthful food. Science
and experience have both disproved the supposition that students should
be scantily fed. O'Shea claims that many brain workers are far short of
their highest grade of efficiency because of starving their brains from
poor diet. And not only must the food be of the right quality, but the
body must be in good health. Little good to eat the best of food unless
it is being properly digested and assimilated. And little good if all
the rest is as it should be, and the right amount of oxidation does not
go on in the brain so as to remove the worn-out cells and make place for
new ones. This warns us that pure air and a strong circulation are
indispensable to the best working of our brains. No doubt many students
who find their work too hard for them might locate the trouble in their
stomachs or their lungs or the food they eat, rather than in their
minds.

5. PROBLEMS FOR INTROSPECTION AND OB