The surprising thing about this is that, as has already been pointed out, it is seldom one sees anything like real laziness in early childhood. What causes the sharp contrast between the activity of childhood and the frequent apathy of later years? Unfavourable physical conditions cannot be held wholly responsible, especially when it is observed that there always are some people who, like Darwin, contrive to work effectively despite serious physical shortcomings. One must look a little deeper, and, looking deeper, one finds, as medical psychologists have lately found, that the trouble lies mostly with the parental attitude in childhood and youth. Too many parents discourage the ceaseless questioning of their children, and thereby deaden that great stimulus to effort—curiosity. Too many fail to direct their children’s thoughts into really worth while channels. Too many daily give them an example, not of industrious activity, but of half-hearted endeavour. All this goes to create in the child habits inimical to real work; and in proportion as he is afterward, by parent or teacher, forced to work, he finds work burdensome and exhausting. Under this condition, whether or no he is suffering from adenoids, eye trouble, or any other physical cause of nervous strain, he is likely to develop the asthenic state of the true idler, with the result of soon or late feeling that sustained effort is beyond him. On parents, therefore, ultimately rests the blame for the prevalence of laziness; and for its prevention we must likewise look to parents. As a friend, a prominent American medical psychologist, once said to me emphatically: “There would be far fewer lazy men in the world if parents only appreciated the possibility of so influencing their children in early youth as to confirm them in the tendencies to energetic action and fruitful thinking which they usually display in the first years of life. Instead of neglecting or repressing these tendencies, as so many parents unfortunately do, they should encourage their children in the active use of their minds, should train them in habits of systematic and effective thinking, and especially, by observing just what aptitudes they most clearly show, should take pains to cultivate in them an abiding interest in the subjects for which they seem to have greatest talent.