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 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.