We have to remember also that the boys themselves often come to school discontented and worried on account of troubles at home, and so both teachers and boys bring with them angry and impatient thoughts, which spread through the school, and make the lessons difficult and unpleasant when they should be easy and full of delight. The short religious service referred to in an early part of this little book should be attended by teachers as well as students, and should act as a kind of door to shut out such undesirable feelings. Then both teachers and students would devote their whole energies to the creation of a happy school, to which all should look forward in the morning, and which all should be sorry to leave at the end of the school day. The lack of control of temper, it must be remembered, often leads to injustice on the part of the teacher, and therefore to sullenness and want of confidence on the boy, and no boy can make real progress, or be in any real sense happy, unless he has complete confidence in the justice of his elders. Much of the strain of modern school life is due to this lack of confidence, and much time has to be wasted in breaking down barriers which would never have been set up if the teacher had been patient. Anger and impatience grow out of irritability. It is as necessary for the boy to understand his teacher as for the teacher to understand the boy, and hasty temper is an almost insuperable obstacle in the way of such understanding. "The teacher is angry to-day," "The teacher is irritable to-day," "The teacher is short-tempered to-day," are phrases too often on the lips of boys, and they produce a feeling of discomfort in the class-room that makes harmony and ease impossible. Boys learn to watch their teachers, and to guard themselves against their moods, and so distrust replaces confidence. The value of the teacher depends upon his power of inspiring confidence, and he loses this when he gives way to irritability. This is particularly important with young children, for they are eager to learn and eager to love, and only those who have no business to be teachers would dare to meet such eagerness by anger. It is of course true that younger boys are in many ways more difficult to teach than elder ones; for they have not yet learned how to make efforts, nor how to control and guide them when made. The teacher has therefore to help them much more than the elder boys who have learned largely to help themselves. The chief difficulty is to make the best use of the young energies by finding them continual and interesting employment; if the young enthusiasms are checked harshly instead of being guided sympathetically they will soon die out, and the boy will become dull and discontented.