THE EFFECTS OF WORRY.--There is, perhaps, no greater foe to brain growth and efficiency than the nervous and worn-out condition which comes from loss of sleep or from worry. Experiments in the psychological laboratories have shown that nerve cells shrivel up and lose their vitality under loss of sleep. Let this go on for any considerable length of time, and the loss is irreparable; for the cells can never recuperate. This is especially true in the case of children or young people. Many school boys and girls, indeed many college students, are making slow progress in their studies not because they are mentally slow or inefficient, not even chiefly because they lose time that should be put on their lessons, but because they are incapacitating their brains for good service through late hours and the consequent loss of sleep. Add to this condition that of worry, which often accompanies it from the fact of failure in lessons, and a naturally good and well-organized nervous system is sure to fail. Worry, from whatever cause, should be avoided as one would avoid poison, if we would bring ourselves to the highest degree of efficiency. Not only does worry temporarily unfit the mind for its best work, but its evil results are permanent, since the mind is left with a poorly developed or undone nervous system through which to work, even after the cause for worry has been removed and the worry itself has ceased. Not only should each individual seek to control the causes of worry in his own life, but the home and the school should force upon childhood as few causes for worry as may be. Children's worry over fears of the dark, over sickness and death, over prospective but delayed punishment, over the thousand and one real or imaginary troubles of childhood, should be eliminated so far as possible. School examinations that prey on the peace of mind, threats of failure of promotion, all nagging and sarcasm, and whatever else may cause continued pain or worry to sensitive minds should be barred from our schoolroom methods and practice. The price we force the child to pay for results through their use is too great for them to be tolerated. We must seek a better way.