the mental state causes the physical signs. =Self-discipline.=—The discipline of habit is never complete until it becomes self-discipline in habits. It is not a trifle that even the nursery child messes his feeder, spills his milk, breaks his playthings, dawdles about his small efforts. The well-trained child delights to bring himself into good habits in these respects. He knows that to be cleanly, neat, prompt, orderly, is so much towards making a man of him, and man and hero are in his thought synonymous terms. Supposing that good habits have not been set up at home, parents look to school life to supply the omission; but the habits practised in school and relaxed at home, because ‘it’s holidays now, you know,’ do not really become habits of the life. =Local Habits.=—The fact that habits have a tendency to become local, that in one house a child will be neat, prompt, diligent; in another untidy, dawdling, and idle, points to the necessity for self-discipline on the part of even a young child. “Self-reverence, self-knowledge, self-control, These three alone lead life to sovereign power.” This subject of training in becoming habits is so well understood amongst us that I need only add that such habits are not fully formed so long as supervision is necessary. At first, a child wants the support of constant supervision, but, by degrees, he is left to do the thing he ought of his own accord. Habits of behaviour, habits of deportment, habits of address, tones of voice, etc., all the habits of a gentleman-like bearing and a kind and courteous manner, fall under this head of self-discipline in bodily habits. “When first thou camest—such a courtesy Spake through the limbs and in the voice—I knew For one of those who eat in Arthur’s hall.” =Alertness.=—Many a good man and woman thinks regretfully of the opportunities in life they have let slip through a certain physical inertness. They missed the chance of doing some little service, or some piece of courtesy, because they did not see in time. It is well to bring up children to think it is rather a sad failure if they miss a chance of going a message, opening a door, carrying a parcel, any small act of service that presents itself. They should be taught to be equally alert to seize opportunities of getting knowledge; it is the nature of children to regard each grown-up person they meet as a fount of knowledge on some particular subject; let their training keep up the habit of eager inquiry. Success in life depends largely upon the cultivation of alertness to seize opportunities, and this is largely a physical habit. We all know how opportunity is imaged—a figure flying past so rapidly that there is no means of catching him but, in advance, by the forelock which overhangs his brow.