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.”