prepare, as far as possible, their own refreshment and utilize everything connected with the social occasion as a means of developing the spirit of self-confidence and self-reliance.

Youthful friendships and associations, if wisely manipulated, may be utilized by parents and teachers as a means of indelibly impressing upon the young mind some of the most valuable and highly prized traits of a strong and noble character.

Both parents and teacher must be at fault in the failure. to teach the youth of the rising generation more of the spirit of reverence. We speak of reverence with respect to society, the home, the Church and the State. Altogether too little regard and consideration are shown by the youth of today for the important conventions and institutions of society.

Children should be instructed in the beautiful art of rendering themselves amiable and attractive to their fellows. They should be taught how to win the confidence, respect and good will of their playmates. When in trouble about the school and the home, they should be helped to analyze what brought the trouble on. They should be helped to realize and appreciate how they must give and take in life in order to get along in this world.

43. Confidence, Courage and Perseverance. A legitimate self-confidence, a reasonable but indomitable courage and a strong and unyielding perseverance, constitute a trio of character traits invaluable to that boy or girl who is to become one of the world's workers. The aim and purpose of our education, of our moral training our character building efforts should be to inspire the child with a legitimate and reasonable self-confidence.

as

We should organize his play and regulate his sports with a view to developing courage individual courage well as courageous and co-operative team work.

Let us inspire the pupil with a legitimate self-respect encourage him to stand up like a man - either to express his opinions, confess a fault, or acknowledge the truth.

The pupil should not only understand that honesty is the best policy in the long run as regards our relations with organized society, but he should be made clearly to understand that it is the best policy now just now at home, at school, in all his relations with his fellow pupils. Let the pupil early understand that he is punished not for his mistakes or accidents but only for disobedience - for out-andout insubordination.

In every way possible foster perseverance do not offer the child unnecessary help at home or at school. If it is possible, let him work his way out of his difficulties. The sympathy of a parent and the helpfulness of a teacher must not be prostituted so as to destroy or interfere with the development of this indispensable trait of perseverance stick-to-it-iveness.

44. Health, Cleanliness and Cheerfulness. Even the teaching of physiology and hygiene can be so directed as to afford an opportunity to enhance the realm of morals and dignify the kingdom of things spiritual. Healthful living should be taught not only as a means of gaining happiness and acquiring a stronger body a physique more competent to resist disease, but also as a means of affording a higher expression for the spiritual nature as constituting a better background for the operations of the soul powers.

Our reference to teaching the pupil personal cleanliness as well as our instruction concerning the sanitation of the school buildings and premises may all be utilized as a means of developing faithfulness, careful scrutiny, reliability, and thus, in one and a hundred ways, the entire work of the school in its different departments of instruction may be made directly and indirectly to contribute to the moral training and spiritual discipline of the pupil.

In every way possible, both at home and at school, we should seek to cultivate an habitual demeanor of cheerfulness on the part of the child. This early acquirement of an ability to look on the bright side of things, to travel on the sunny side of the road, will prove of great value in

later life, not only as an attribute of character and a social asset, but also as a health promoting influence in the individual's experience.

45. Honor, Fair Play and Patriotism. Our pupils must be trusted. They must early learn what is required to make men and women honorable, reliable and trustworthy. And so, early in their experience, they must be given tasks to perform, work to do which may easily have associated with it a certain amount of sentiment and more or less emotion, and thus early in their young careers they will learn how to bear burdens cheerfully, discharge duty courageously, to become trustworthy and reliable patriotic with reference to work, home, school and society.

Great care should be exercised by the guardians of our youth to see that they grow up with the spirit of fair play actuating all their games and sports. The child must be taught to be a good loser, to take defeat cheerfully and philosophically. This is the proper time and place to prevent that moodiness, peevishness and tendency to brood over the hardships of life which some children grow up with and carry as a temperamental curse throughout their careers. We cannot begin too early to teach the little ones how to work over their problems but not to worry over their difficulties. In the presence of an obstacle they must be inspired with faith and confidence and not be allowed to give up and surrender in the face of fear and discouragement.

Patriotism is a term we apply to certain definite manifestations of the spirit of loyalty and fidelity and it has a tremendously ennobling effect upon a child's character to feel that it is an enlisted, uniformed and accredited member of a club, a school, a church, an army or a nation; and these tribal instincts and social longings of the child should be utilized whether in the form of clubs, classes, the Boy Scouts, sewing circles or the Camp Fire Girls. The means of utilization matters little, but this wonderfully strong inherent desire on the part of the child to be true to something

or somebody should be seized upon by its teachers and turned to good account in the school scheme for moral training and character development.

46. Work, Thrift and Business. Every child needs to have regular daily and weekly tasks to perform. While it is true that children are by nature playing animals and not studying animals, just as the adult seems to be a fighting animal rather than a working animal by nature, nevertheless, because of the fact that sooner or later our pupils must settle down to the humdrum tasks of life, we should begin at home and school early to train them in certain regular duties outside of the routine school work.

It is a great pity that the exuberant and over-abundant vitality of the school child is not utilized in some way helpful to the entire community. Every teacher and every superintendent should try to use their classes and their school as a whole and as individuals to add something definite to the community life. In this way the pupils will gain the benefit of a training directed both toward the development of individual character and the improvement of the community life.

Early in life the boy and the girl need to have placed before them the incentives to thrift - inspirations to definite, continuous and sustained effort. Stories and books telling of the success of humble men and women who have, through thrift, courage, and perseverance, attained eminence and usefulness in life, should be repeatedly brought to the notice of the school child. The pupils should be assisted in their planning. They should be advised and counselled and helped into some line of work, into some gainful employment, that will afford them an opportunity to acquire a knowledge of business principles and thus stimulate them to develop along the lines of thrift and economy.

47. Crime, Intemperance and Hysteria. While it is generally admitted that feeble-mindedness lies at the foundation of most crime, we must recognize that failure on the part

of parents and teachers to teach the children self-control is also responsible for many otherwise fairly normal youths falling into crime and intemperance. The parents of a nervous child-must recognize that it will, in all probability, be subject to special danger along these lines as it grows up; it is quite likely to be erratic, emotional, indecisive and otherwise easily influenced by its associates and environment.

Nervous children are more highly suggestible and if they have not been taught to control their appetites and desires, their wants and passions, they are going to form an especially susceptible class of youth from which may be recruited high-class criminals, dipsomaniacs and and other unfortunates. Of course, any spoiled child, however normal its heredity, may turn out bad in these respects if it is not properly trained; but what we are trying to accomplish here is to emphasize to parents that the nervous child is doubly prone to go wrong and suffer much sorrow in after life if it is not early and effectively taught self-control.

Every year we have pass through our hands men and women, especially women, who possess beautiful characters, who have noble intellects and who have high aims and holy ambitions in life, but whose careers have been well-nigh ruined almost shattered-because of the hysterical tendency which ever follows them, and which, just as soon as the stress and strain of life reaches a certain degree of intensity, unfailingly produces its characteristic breakdown, the patient is seized with confusion, is overcome by feeling, indulges in an emotional sprawl, is flooded with terrible apprehensions and distracting sensations, may even go into a convulsive fit, and, in extreme cases, even become unconscious and rigidly stiff.

Now, in the vast majority of cases, if this nervous patient, when a little girl or boy baby, had been thoroughly disciplined and taught proper self-control before it was four years of age, it would have developed into quite a model little citizen; and while throughout life it would have borne more or less of a hysteria stigma, nevertheless, it would