The latest school of pathologists, in the treatment of obsessed or insane persons, pay very close attention to the subjects of their dreams, and attribute much nerve-misery to the atrophy, or suppression by circumstances, of instincts which betray themselves in dreams.  I am inclined to think that the educators of the future must somehow contrive to do more—­indeed they cannot well do less than is actually done—­in teaching the control of that secret undercurrent of thought in which happiness and unhappiness really reside.  Those who have lived much with boys will know what havoc suspense or disappointment or anxiety or sensuality or unpopularity can make in an immature character.  It seems to me that we ought not to leave all this without guidance or direction, but to make a frontal attack upon it.  I do not mean that it is necessary to probe too deeply into the imagination, but I believe that the subject should be frankly spoken about, and suggestions made.  The point is to get the will to work, and to induce the mind, in the first place, to realise and practise its power of self-command; and in the second place, to show that it is possible to evict an unwholesome thought by the deliberate welcoming and entertaining of a wholesome one.  The best of all cures is to provide every boy with some occupation which he indubitably loves.  There are a good many boys whose work is not interesting to them, and a certain number to whom the prescribed games are a matter of routine rather than of active pleasure.  Indeed it may be said that hardly any boys enjoy either work or games in which they see no possibility of any personal distinction.  It is therefore of great importance that every boy whose chances of successful performance are small should be encouraged to have a definite hobby; for an occupation which the mind can remember with pleasure and anticipate with delight supplies the food for the restless imagination, which may otherwise become dreary from inaction, or tainted by thoughts of baser pleasure.  A schoolmaster only salves his conscience by supplying a strict time-table and regular games.  A house master ought to be most careful in the case of boys whose work is languid and proficiency in games small, to find out what the boy really likes and enjoys, and to encourage it by every means in his power.  That is the best corrective, to administer wholesome food for the mind to digest.  But I believe that good teachers ought to go much further, and speak quite plainly to boys, from time to time, on the necessity of practising control of thought.  My own experience is that boys were always interested in any talk, call it ethical or religious, which based itself directly upon their own actual experience.  I can conceive that a teacher who told a class to sit still for three minutes and think about anything they pleased, and added that he would then have something to tell them, might have an admirable object-lesson in getting them to consider how swift