within its sphere of influence.
The poor should be happier, the sick more comfortable, the aged more
respected, because of the school in their midst.

If the teacher often speaks on these subjects to his boys, and from time
to time places some clear thought before them, which they all think
about together, much good may be done. For thought is a very real and
powerful force, especially when many join together with some common
thought in their minds. If any great disaster has happened, causing
misery to numbers of people, the teacher might take advantage of the
religious service to draw attention to the need, and ask the boys to
join with him in sending thoughts of love and courage to the sufferers.

The last point mentioned by the Master is pride: "Hold back your mind
from pride," He says, "for pride comes only from ignorance." We must not
confuse pride with the happiness felt when a piece of work is well done;
pride grows out of the feeling of separateness: "_I_ have done better
than others." Happiness in good work should grow out of the feeling of
unity: "I am glad to have done this to help us all." Pride separates a
person from others, and makes him think himself superior to those around
him; but the pleasure in some piece of work well done is helpful and
stimulating, and encourages the doer to take up some more difficult
work. When we share with others any knowledge we have gained, we lose
all feeling of pride, and the wish to help more, instead of the wish to
excel others, becomes the motive for study.

2. _Self-control in action_. The Master points out that while "there
must be no laziness, but constant activity in good work ... it must be
your _own_ duty that you do--not another man's, unless with his
permission and by way of helping him." The teacher has, however, a
special duty in this connection; for while he must offer to his boys
every opportunity for development along their own lines, and must be
careful not to check their growth or to force it in an unsuitable
direction, he is bound to guide them very carefully, to watch them very
closely, and, as Master has said, to tell them gently of their faults.
The teacher is in charge of his boys while they are in school, and must,
while they are there, take the place of their parents.

His special lesson of self-control is to learn to adapt his own methods
to the stage through which his boys are passing. While contenting
himself with watching and encouraging th