g may be tuned to
unity in the school. It is a good plan to begin with a little music or
singing so that the boys, who often come rushing in from hastily taken
food, may quiet down and begin the school day in an orderly way. After
this should come a prayer and a very short but beautiful address,
placing an ideal before the boys.

But if these ideals are to be useful, they must be practised all through
the school day, so that the spirit of the religious period may run
through the lessons and the games. For example, the duty of the strong
to help the weak is taught in the religious hour, and yet for the rest
of the day the strong are set to outstrip the weak, and are given
valuable prizes for their success in doing so. These prizes make many
boys jealous and discourage others, they stimulate the spirit of
struggle. The Central Hindu College Brotherhood has for its motto: "The
ideal reward is an increased power to love and to serve." If the prizes
for good work and conduct and for helping others were positions of
greater trust and power of helping, this motto would be carried out. In
fact, in school honour should be given to character and helpfulness
rather than to strength of mind and body; strength ought to be trained
and developed, but not rewarded for merely outstripping the weak. Such
a school life will send out into the world men who will think more of
filling places of usefulness to the nation than of merely gaining money
and power for themselves.

An important part of moral teaching lies in the training of the boy in
patriotism--love of country. The above plan of teaching the boy to be of
service in the little family of the school, will naturally widen out
into service in the large family of the nation. This will also influence
the boy in his choice of a profession, for he will think of the nation
as his family, and will try to fill a useful place in the national life.
But great care must be taken in teaching patriotism not to let the boys
slip into hatred of other nations, as so often happens. This is
especially important in India, where both Indian and English teachers
should try to make good feeling between the two races living side by
side, so that they may join in common work for the one Empire.

Discrimination may also be shown in the arrangement of lessons, the most
difficult subjects being taken early in the day, as far as possible.
For even with the best and most carefully arranged teaching a boy will
b