minds are always wandering away from the subject in
hand. The world outside them is so full of attractive objects new and
interesting to them, that their attention runs away after each fresh
thing that comes under their eyes. A child is constantly told to
observe, and he takes pleasure in doing so; when he begins to reason he
must for the time stop observing and concentrate his mind on the subject
he is studying. This change is at first very difficult for him, and the
teacher must help him to take up the new attitude. Sometimes attention
wanders because the boy is tired, and then the teacher should try to put
the subject in a new way. The boy does not generally cease to pay
attention wilfully and deliberately, and the teacher must be patient
with the restlessness so natural to youth. Let him at least always be
sure that the want of attention is not the result of his own fault, of
his own way of teaching.

If the attention of the teachers and the boys is trained in this way,
the whole school life will become fuller and brighter, and there will be
no room for the many harmful thoughts which crowd into the uncontrolled
mind. Even when rest is wanted by the mind, it need not be quite empty;
in the words of the Master: "Keep good thoughts always in the background
of it, ready to come forward the moment it is free."

The Master goes on to explain how the mind may be used to help others,
when it has been brought under control. "Think each day of some one whom
you know to be in sorrow, or suffering, or in need of help, and pour out
loving thoughts upon him." Teachers hardly understand the immense force
they may use along this line. They can influence their boys by their
thoughts even more than by their words and actions, and by sending out a
stream of kind and loving thoughts over the class, the minds of all the
boys will be made quieter and happier. Even without speaking a word
they will improve the whole atmosphere.

This good influence of thought should spread out from the school over
the neighbourhood. As those who live among young people keep young
themselves, and keep the ideals and pure aspirations of youth longer
than those who live mainly among older people, so the presence of a
school should be a source of joy and inspiration to the surrounding
neighbourhood or district. Happy and harmonious thought-forms should
radiate from it, lighting up the duller atmosphere outside, pouring
streams of hope and strength into all