If we want to avoid hurry we must get the habit of hurry out of our brains, and cut ourselves off, patiently and kindly, from the atmosphere of hurry about us. The habit gets so strong a hold of the nerves, and is impressed upon them so forcibly as a steady tendency, that it can be detected by a close observer even in a person who is lying on a lounge in the full belief that he is resting. It shows itself especially in the breathing. A wise athlete has said that our normal breathing should consist of six breaths to one minute. If the reader will try this rate of breathing, the slowness of it will surprise him. Six breaths to one minute seem to make the breathing unnecessarily slow, and just double that seems about the right number for ordinary people; and the habit of breathing at this slower rate is a great help, from a physical standpoint, toward erasing the tendency to hurry. One of the most restful exercises any one can take is to lie at full length on a bed or lounge and to inhale and exhale, at a perfectly even, slow rate, for half an hour. It makes the exercise more restful if another person counts for the breathing, say, ten slowly and quickly to inhale, and ten to exhale, with a little pause to give time for a quiet change from one breath to another. Resistance, which is the mental source of hurry, is equally at the root of that most harmful emotion--the habit of worrying. And the same truths which must be learned and practised to free ourselves of the one habit are applicable to the other. Take the simple example of a child who worries over his lessons. Children illustrate the principle especially well, because they are so responsive that, if you meet them quietly with the truth in difficulties of this kind they recognize its value and apply it very quickly, and it takes them, comparatively, a very little time to get free. If you think of telling a child that the moment he finds himself worrying about his lesson he should close his book and say: "I do not care whether I get this lesson or not." And then, when he has actually persuaded himself that he does not care, that he should open his book and study,--it would seem, at first sight, that he would find it difficult to understand you; but, on the contrary, a child understands more quickly than older people, for the child has not had time to establish himself so firmly in the evil habit. I have in mind a little girl in whom the habit had begun of worrying lest she should fail in her lessons, especially in her Latin. Her mother sent her to be taught how not to worry. The teacher, after giving her some idea of the common sense of not worrying, taught her quieting exercises which she practised every day; and when one day, in the midst of one of her lessons, Margaret seemed very quiet and restful, the teacher asked:-- "Margaret, could you worry about your Latin now if you tried?" "Yes," said Margaret, "I am afraid I could."