weaker. The playing fields have a special value in arousing the power of self-discipline, and if teachers are there who set the example of submitting to the authority of the captain, of showing gentleness and honour, and playing for the side rather than for themselves, they will much help the boys in gaining self-control.

The boys also will see the teacher in a new light; he is no longer imposing his authority upon them as a teacher, but he is ruling himself from within and subordinating his own action to the rules of the game, and to the interests of those who are playing with him. The boy who enters the field with no other idea than that of enjoying himself as much as he can, even at the expense of his fellow-students, will learn from his teacher's example that he is happiest when playing for others, not for himself alone, and that he plays best when the object of the game is the honour of the school and not his own advantage. He also learns that the best player is the boy who practises his strokes carefully, and uses science to direct strength. Desiring to be a good player himself, he begins to train his body to do as he wishes, thus gaining self-control in action; through this self-control he learns the great lesson, that self-control increases happiness and leads to success.

Another thing learned in the play-ground is control of temper, for a boy who loses his temper always plays badly. He learns not to be hasty and impatient, and to control his speech even when he is losing, and not to show vanity when he wins. Thus he is making a character, strong and well-balanced, which will be very useful to him when he comes to be a man. All this is really learned better in the play-ground than in the class-room.

3. Tolerance. Most of my Master's directions under this head are intended mainly for disciples, but still their spirit may be applied to those who are living the ordinary life. Tolerance is a virtue which is very necessary in schools, especially when the scholars are of different faiths. "You must feel," says my Master, "perfect tolerance for all, and a hearty interest in the beliefs of those of another religion, just as much as in your own. For their religion is a path to the highest just as yours is. And to help all you must understand all." It is the duty of the teacher to be the first in setting an example along these lines.

Many teachers, however, make the mistake of thinking that the views and rules to which they are themselves accustomed are universal principles which everybody ought to accept. They are therefore anxious to destroy the students' own convictions and customs, in order to replace them by others which they think better. This is especially the case in countries like India, where the boys are of many religions. Unless the teacher studies sympathetically the religions of his pupils, and understands that the faith of another is as dear to him as his own is to himself, he is likely to make his boys unbelievers in all religion. He should take special care to speak with reverence of the religions to which his boys belong, strengthening each in the great principles of his own creed, and showing the unity of all religions by apt illustrations taken from the various sacred books. Much can be done in this direction during the religious service which precedes the ordinary work of the day, if this be carried out on lines common to all; while each boy should be taught the doctrines of his own religion, it would be well if he were reminded once in the day of the unity of all religions, for, as the Master said, every "religion is a path to the highest."

An example would thus be set in the school of members of different religions living happily side by side, and showing respect to each other's opinions. I feel that this is one of the special functions of the school in the life of the nation. At home the boy is always with those who hold the same opinions as himself, and he has no opportunity of coming into touch with other beliefs and other customs. At school he should have the opportunity of meeting other ways of believing, and the teacher should lead him to understand these, and to see the unity underneath them. The teacher must never make a boy discontented with his own faith by speaking contemptuously of it, or by distorting it through his own ignorance. Such conduct on his part leads a boy to despise all religion.

Then again there are many different customs which belong to the different parts of the country. People often exaggerate these and look on them as essential parts of religion instead of only as marks of the part of the country in which they were born. Hence they look with contempt or disapproval on those whose customs differ from their own, and they keep themselves proudly separate. I do not know how far this is a difficulty in western countries, but in India I think that customs separate us much more than physical distance or religious differences. Each part of the country has its own peculiarities as to dress, as to the manner of taking food, as to the way of wearing the hair, school boys are apt at first to look down upon those of their schoolfellows whose appearance or habits differ from their own. Teachers should help boys to get over these trivial differences and to think instead of the one Motherland to which they all belong.

We have already said that patriotism should be taught without race hatred, and we may add that understanding and loving other nations is part of the great virtue of tolerance. Boys are obliged to learn the history of their own and of other nations; and history, as it is taught, is full of wars and conquests. The teacher should point out how much terrible suffering has been caused by these, and that though, in spite of them, evolution has made its way and has even utilised them, far more can be gained by peace and good will than by hatred. If care is taken to train children to look on different ways of living with interest and sympathy instead of with distrust and dislike, they will grow up into men who will show to all nations respect and tolerance.

4. Cheerfulness. No teacher who really loves his students can be anything but cheerful during school hours. No brave man will allow himself to be depressed, but depression is particularly harmful in a teacher, for he is daily in contact with many boys, and he spreads among them the condition of his own mind. If the teacher is depressed the boys cannot long be cheerful and happy; and unless they are cheerful and happy they cannot learn well. If teachers and boys associate cheerfulness with their school life, they will not only find the work easier than it would otherwise be, but they will turn to the school as to a place in which they can for the time live free from all cares and troubles.

The teacher should train himself to turn away from all worrying and depressing thoughts the moment he enters the school gate, for his contribution to the school atmosphere, in which the boys must live and grow, must be cheerfulness and energy. The best way to get rid of depression is to occupy the mind with something bright and interesting, and this should not be difficult when he is going to his boys. Thoughts die when no attention is paid to them so it is better to turn away from depressing thoughts than to fight them. Cheerfulness literally increases life, while depression diminishes it, and by getting rid of depression the teacher increases his energy. It is often indeed very difficult for the teacher, who has the cares of family life upon him, to keep free from anxiety, but still he must try not to bring it into the school.

Mr. Arundale tells me that he has made a habit of becoming cheerful the moment he enters the College gates, however worried he may have been beforehand, because, he writes: "I want my contribution to the school day to be happiness and interest, and by a daily process of making myself pretend to be cheerful when the College gates are entered, I have finally succeeded in becoming so. If, as I pass through the