ers 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