ergy. It is often indeed very difficult for
the teacher, who has the cares of family life upon him, to keep free
from anxiety, but still he must try not to bring it into the school.

Mr. Arundale tells me that he has made a habit of becoming cheerful the
moment he enters the College gates, however worried he may have been
beforehand, because, he writes: "I want my contribution to the school
day to be happiness and interest, and by a daily process of making
myself pretend to be cheerful when the College gates are entered, I have
finally succeeded in becoming so. If, as I pass through the grounds to
my office, I see any student looking dull and gloomy, I make a point of
going up to him in order to exert my cheerfulness against his gloom, and
the gloom soon passes away. Then comes the religious service, and when I
take my seat upon the platform with the religious instructor, I try to
ask the Master's blessing on all the dear young faces I see before me,
and I look slowly around upon each member of the audience, trying to
send out a continual stream of affection and sympathy."

I have already said that boys watch their teachers' faces to see if they
are in a good or a bad mood. If the teacher is always cheerful and
loving, the boys will no longer watch him, for they will have learned to
trust him, and all anxiety and strain will disappear. If the teacher
displays constant cheerfulness, he sends out among his boys streams of
energy and good will, new life pours into them, their attention is
stimulated, and the sympathy of the teacher conquers the carelessness of
the boy.

Just as a boy learns control of action on the play-ground, so he may
learn there this virtue of cheerfulness. To be cheerful in defeat makes
the character strong, and the boy who can be cheerful and good-tempered
in the face of the team which has just defeated him is well on the way
to true manliness.

5. _One-pointedness_. One-pointedness, the concentration of attention
on each piece of work as it is being done, so that it may be done as
well as possible, largely depends upon interest. Unless the teacher is
interested in his work, and loves it beyond all other work, he will not
be able to be really one-pointed. He must be so absorbed in his school
duties that his mind is continually occupied in planning for his boys,
and looks upon everything in the light of its possible application to
his own particular work.

One-pointedness means enthusiasm, but en