tupid merely because they are suffering from some eye or ear
trouble.

Discrimination should also be shown in deciding the length of the waking
and sleeping times. These vary, of course, with age and to some extent
perhaps with temperament. No boy should have less than nine or ten hours
of sleep; when growth ceases, eight hours would generally be enough. A
boy grows most during his sleep, so that the time is not in the least
wasted.

Few people realise how much a boy is affected by his surroundings, by
the things on which his eyes are continually resting. The emotions and
the mind are largely trained through the eye, and bare walls, or, still
worse, ugly pictures are distinctly harmful. It is true that beautiful
surroundings sometimes cost a little more than ugly ones, but the money
is well spent. In some things only trouble is needed in choosing, for an
ugly picture costs as much as a pretty one. Perfect cleanliness is also
absolutely necessary, and teachers should be constantly on the watch to
see that it is maintained. The Master said about the body: "Keep it
strictly clean always; even from the minutest speck of dirt." Both
teachers and students should be very clean and neat in their dress, thus
helping to preserve the general beauty of the school surroundings. In
all these things careful discrimination is wanted.

If a boy is weak in a particular subject, or is not attracted by some
subject which he is obliged to learn, a discriminating teacher will
sometimes help him by suggesting to him to teach it to one who knows
less than he does. The wish to help the younger boy will make the elder
eager to learn more, and that which was a toil becomes a pleasure. A
clever teacher will think of many such ways of helping his boys.

If discrimination has been shown, as suggested in a preceding
paragraph, in choosing the best and most helpful boys for positions of
trust, it will be easy to teach the younger boys to look up to and wish
to please them. The wish to please a loved and admired elder is one of
the strongest motives in a boy, and this should be used to encourage
good conduct, instead of using punishment to drive boys away from what
is bad. If the teacher can succeed in attracting this love and
admiration to himself, he will remain a helper to his students long
after they have become men. I have been told that the boys who were
under Dr. Arnold at Rugby continued in after life to turn to him for
advice in their trou