should train their boys to realise that just as the home is the centre of activity for the child, so is the school the centre of activity for the youth.  As the child draws his life and energy from the home, so the youth should draw his from the school.  The most useful work should be done in connection with the school so that it may form part of the general education of the boy, and be in harmony with the rest of his growth.  There should be in the school debating societies, in which the rules of debate are carefully observed, so that the boys may learn self-control in argument; dramatic clubs in which they may learn control of expression; athletic clubs in which control of mind and action are both acquired; literary societies for boys specially interested in certain studies; societies for helping the poorer students.

It is also very important to give the boys an opportunity of understanding the conditions under which their country is growing, so that in the school they may practice patriotism apart from politics.  It is very unfortunate that in India students are often taught by unscrupulous agitators that love of their country should be shown by hatred of other countries; the boys would never believe this, if their own school provided patriotic services for its boys, so as to give a proper outlet for the enthusiasm they rightly feel.  They only seek an outlet away from the school because none is provided for them within it.

Groups of students should be formed for various kinds of social service according to the capacities of the boys, and the needs of their surroundings:  for the protection of animals, for rendering first aid to the injured, for the education of the depressed classes, for service in connection with national and religious festivals, and so on.  Boys, for whom such forms of service are provided in their schools, will not want to carry them on separately.

Boys have a special opportunity of practising self-control in action when they play games.  The boys come from the more formal discipline of the class-room into conditions in which there is a sudden cessation of external authority; unless they have learned to replace this with self-control, we shall see in the play-ground brutality in the stronger followed by fear in the 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.