CHILDREN OF MY TRAIL SCHOOL 173 



offered to help us. He unfolded his plans in the 

 presence of a number of the children. I wish you 

 could have seen the effect of his words upon them! 

 When he proposed classes and study, system and 

 grading and examinations, each child heard the 

 suggestions just as he would hear the threat of a 

 probable whipping. 



The academic mind — and in many respects the 

 old puritanical mind — holds that things pleasurable 

 and interesting are to be shunned; that they are 

 akin to vice; that it is virtuous to do the disagree- 

 able things, and all-important to force yourself to 

 do what you do not like. 



But in human psychology it is ever important to 

 get results while working under morale, using all 

 the power that interest adds. Thus finally you 

 accomplish the most difficult and greatest results 

 through the supreme, sustained efforts that desire 

 and interest make possible. Natural phenomena 

 interest and stimulate the mind in a thousand ways. 



We had a variety of kinds of excellent discipline. 

 I sometimes think that discipline as it is applied 

 in the school world actually dwarfs the senses and 

 robs life of its interest. Mathematics, dead lan- 

 guages when not liked, drudgery, and disagreeable 

 tasks usually dull those upon whom they are in- 

 flicted and develop half-hearted habits. 



The psychology of youth calls for discipline of a 

 different character. This is pleasurable discipline. 

 These children frequently and cheerfully labour 



