ivate a sense of honor. Have them realize that any victory not
earned strictly by their own merits or those of their team is a
disgrace rather than a cause for congratulation. No better opportunity
can ever be found for inculcating the knowledge that to be trusted is
far greater than to be praised. A player should scorn rewards not
based on merit, and should be led to feel that a defeat resulting from
an honest trial of strength is an honorable defeat; that the real
issue is as much concerned with the amount of effort put forth as with
the comparative results of it measured with some other player. A
defeated player should be led to recognize and do honor to the prowess
of his adversary, and so to congratulate him honestly. A sense of
superior power should never degenerate into gloating over a defeated
adversary or into contempt for his weaker ability. Many thrilling
examples of honest mutual admiration between victor and vanquished may
be gleaned from the history of warfare, as when Grant handed back the
sword of surrender to Lee.

In athletic games players should learn that to question or dispute the
decision of judges or other officials presiding over games is
thoroughly unsportsmanlike and a species of dishonor. Having once
placed themselves under officials, decisions must be accepted without
cavil at the time. The natural desire to learn how a decision was
reached in an athletic event must be held in check until the judges
have opportunity to announce fouls or other features of scoring that
determine the result. It should always be borne in mind, by both
players and coaches, that the officials, who are each concentrating on
some one feature of the play, know what happens far more accurately
than the general observer. It is also thoroughly unsportsmanlike, and
counts as a foul, disqualifying a player, if he receive directions or
coaching of any sort from an instructor during a game.

FLOOR FORMATION.--The terms "formation" and "floor formation" are
commonly used to designate the placing of players in the playground
and gymnasium in the lines, circles, groups, or opposing sides,
necessary for the starting of a game. To accomplish this disposition
of the players quickly and without confusion requires a clear
knowledge of methods on the part of the teacher. Some methods are here
offered, but before giving them in detail a word should be said of the
differing psychological effects of the various formations.

The circl