This principle should be inculcated in classes, and for that purpose a regular programme of class work should be followed, calculated to bring about the best results in all branches of study.

The first care should be to gain quiet, as through repose of mind and body we cultivate the power to “erase all previous impressions.”  In class, quiet, rhythmic breathing, with closed eyes, is most helpful for a beginning.  The eyes must be closed and opened slowly and gently, not snapped together or apart; and fifty breaths, a little longer than they would naturally be, are enough to quiet a class.  The breaths must be counted, to keep the mind from wandering, and the faces must be watched very carefully, for the expression often shows anything but quiet.  For this reason it is necessary, in initiating a class, to begin with simple relaxing motions; later these motions will follow the breathing.  Then follow exercises for directing the muscles.  The force is directed into one arm with the rest of the body free, and so in various simple exercises the power of directing the will only to the muscles needed is cultivated.  After the muscle-work, the pupils are asked to centre their minds for a minute on one subject,—­the subject to be chosen by some member, with slight help to lead the choice to something that will be suggestive for a minute’s thinking.  At first it seems impossible to hold one subject in mind for a minute; but the power grows rapidly as we learn the natural way of concentrating, and instead of trying to hold on to our subject, allow the subject to hold us by refusing entrance to every other thought.  In the latter case one suggestion follows another with an ease and pleasantness which reminds one of walking through new paths and seeing on every side something fresh and unexpected.  Then the class is asked to think of a list of flowers, trees, countries, authors, painters, or whatever may be suggested, and see who can think of the greatest number in one minute.  At first, the mind will trip and creak and hesitate over the work, but with practice the list comes steadily and easily.  Then follow exercises for quickness and exactness of sight, then for hearing, and finally for the memory.  All through this process, by constant help and suggestion, the pupils are brought to the natural concentration.  With regard to the memory, especial care should be taken, for the harm done by a mechanical training of the memory can hardly be computed.  Repose and the consequent freedom of body and mind lead to an opening of all the faculties for better use; if that is so, a teacher must be more than ever alive to lead pupils to the spirit of all they are to learn, and make the letter in every sense suggestive of the spirit.  First, care should be taken to give something worth memorizing; secondly, ideas must be memorized before the words.  A word is a symbol, and in so far as we have the habit of regarding it as such, will each word we hear be more and more suggestive to us.  With this habit