em when their activity is
running along right lines, he must be ready to step in--with as little
disturbance as possible--to modify the activity if it becomes excessive,
to stimulate it if it becomes dull, and to turn it into new channels if
it has taken a wrong course. In any necessary interposition he should
try to make the boys feel that he is helping them to find the way they
have missed but really wished to go, rather than forcing them to go his
way. Many boys have failed to develop the necessary strength of
character, because the teacher, by constant interference, has imposed on
them his own knowledge as to right action, instead of trying to awaken
their judgment and intuition. The boys become accustomed to depend
entirely on him, instead of learning gradually to walk alone.

The teacher must be very careful not to allow outside interests to take
him away from his duties in the school. Many teachers do not seem to
realise that the school should occupy as much time as they can possibly
give to it outside their home duties. They sometimes do the bare amount
of work necessary, and then rush away to some other occupation which
they find more interesting. No teacher can be really successful in his
profession unless it is the thing he cares for most, unless he is eager
to devote all the time he can to his boys, and feels that he is
happiest when he is working with them or for them.

We are always told that enthusiasm and devotion to their work mark the
successful business man, the successful official, the successful
statesman; they are equally necessary for the successful teacher. Anyone
who desires to rise high in the profession of teaching must bring to his
work, not only ability, but similar enthusiasm and devotion. Surely even
more enthusiasm and devotion should be brought to the moulding of many
hundreds of young lives than to the gaining of money or power. Every
moment that the teacher is with his boys he can help them, for, as has
always been taught in India, being near a good man helps one's
evolution. Away from the school he should be thinking of them and
planning for them, and this he cannot do if his whole mind, out of
school, is taken up with other interests. On this, again, I may quote
Mr. Arundale: "When I get up in the morning my first thought is what has
to be done during the day generally and as regards my own work in
particular. A rapid mental survey of the School and College enables me
to see whether