In fact, all the many activities of school life should be made into channels through which affection can run between teacher and pupil, and the more channels there are the better it will be for both. As the boy grows older these channels will naturally become more numerous, and the love of the school will become the friendship of manhood. Thus love will have her perfect work. Love on the physical plane has many forms. We have the love of husband and wife, parents and children, brothers and sisters, the affection between relatives and friends. But all these are blended and enriched in the love of the Master to His disciple. The Master gives to His pupil the gentleness and protection of a mother, the strength of a father, the understanding of a brother or a sister, the encouragement of a relative or a friend, and He is one with His pupil and His pupil is a part of Him. Besides this, the Master knows His pupil's past, and His pupil's future, and guides him through the present from the past into the future. The pupil knows but little beyond the present, and he does not understand that great love which draws its inspiration from the memory of the past and shapes itself to mould the powers of the future. He may even sometimes doubt the wisdom of the love which guides itself according to a pattern which his eyes cannot see. That which I have said above may seem a very high ideal for the relation between a teacher and pupil down here. Yet the difference between them is less than the difference between a Master and His disciple. The lower relation should be a faint reflection of the higher, and at least the teacher may set the higher before himself as an ideal. Such an ideal will lift all his work into a higher world, and all school life will be made happier and better because the teacher has set it before him. II. DISCRIMINATION