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 them 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