develop his taste and his ideals, every boy should regularly have something in his course of study that he likes. Doing what one likes may not always be so profitable but it is more interesting than doing the difficult. Life, and especially high school life, should not be all drudgery or it will fail of its main purpose Every day's work—should be looked forward to with interest and pleasure, and this can be only when the program of studies is in some part at least pleasing to the boy. We have all eaten the carrots or the common bread and butter we had no taste for in order that we might the sooner get at the dessert which we so much more enjoyed, and we shall often find the same condition existing in the boy's attitude toward his high school course. He will stand a certain amount of unpleasant work provided there is mixed up with it something he enjoys.
The question of carrying an over-schedule often comes up. Some boys say that they always do their best work when they are carrying the heaviest intellectual load. This means that only when they are under pressure, when they are being urged on by surrounding conditions do they develop concentration and conservation of their time. It is undoubtedly true that for some temperaments this sort of goading is most conducive to good work. The less some boys have to do, the less they will do, and vice versa. Simons was one of that sort. When he carried a light schedule he loafed and cut class and fooled away his time generally. It was only when his teacher told
