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 *ment. If the studies of the high-school course do not make for good, it is because they fail to get hold of the pupil, to awaken his interest and energies. If the subject matter and the instruction are adapted to the pupil's need, if conceptions are clearly grasped, if healthy interest is aroused and the attention turns spontaneously to the work, the pupil's growth will be in every way beneficent. One who regards the moral development of his pupils will conscientiously study the method of his teaching, and learn whether the source of neglect and rebellion lies there.

The personality of the teacher is one of the most important factors in ethical training. It is ethics teaching by example; it is the living embodiment of conduct. The ideas that find expression in the life of the teacher are likely to be imitated. The sympathy of the teacher with the endeavor of the pupil infuses life into his effort. We do not refer to a certain kind of personal magnetism; this may be pernicious in the extreme. It may exist to the extent of partially hypnotizing the independent life of the pupil, robbing him for a time of part of his individuality. The ideal instructor should be earnest and noble, impressing one with the goodness, dignity, and meaning of life. An easy-going regard for duties, a half-way attachment to labor are sure to impress themselves on the minds of pupils; as readily will honor, sincerity, and pure ideals be reflected in their endeavors. You will ask: What are some of the specific ways in which a teacher may direct his efforts? We often look far for the means of accomplishment when they are already at hand. The means of moral influence are not the exclusive possession of learning or genius; they may be used by