Education as Service | Page 5

ends by imagining all sorts of foolish exaggerations. In this way many misunderstandings arise between teachers and boys, and though the boys must learn to be patient and generous, and to realise that the teacher is anxious to help all as much as he can, the teacher in his turn must always be on the alert to watch his words, and to allow nothing but gentleness to shine out from his speech and actions, however busy he may be.
If the teacher is always gentle to the boys, who are younger and weaker than himself, it will be easy for him to teach them the important lesson of kindness to little children, animals, birds and other living creatures. The older boys, who themselves are gentle and tactful, should be encouraged to observe the condition of the animals they see in the streets, and if they see any act of cruelty, to beg the doer of it very politely and gently, to treat the animal more kindly. The boys should be taught that nothing which involves the hunting and killing of animals should be called sport. That word ought to be kept for manly games and exercises, and not used for the wounding and killing of animals. My Master says: "The fate of the cruel must fall also upon all who go out intentionally to kill God's creatures and call it sport."
I do not think that teachers realise the harm and the suffering caused by gossip, which the Master calls a sin against love. Teachers should be very careful not to make difficulties for their boys by gossiping about them. No boy should ever be allowed to have a bad name in the school, and it should be the rule that no one may speak ill of any other member of the school whether teacher or boy.
My Master points out that by talking about a person's faults, we not only strengthen those faults in him, but also fill our own minds with evil thoughts. There is only one way of really getting rid of our lower nature, and that is by strengthening the higher. And while it is the duty of the teacher to understand the weaknesses of those placed in his charge he must realise that he will destroy the lower nature only by surrounding the boy with his love, thus stimulating the higher and nobler qualities till there is no place left for the weaknesses. The more the teacher gossips about the faults of the boys, the more harm he does, and, except during a consultation with his fellow teachers as to the best methods of helping individual boys out of their weaknesses, he should never talk about a boy's defects.
The boys must also be taught the cruelty of gossip among themselves. I know many a boy whose life at school has been made miserable because his companions have been thoughtless and unkind, and the teacher either has not noticed his unhappiness, or has not understood how to explain to the boys the nature of the harm they were doing. Boys frequently take hold of some peculiarity in speech or in dress, or of some mistake which has been made, and, not realising the pain they cause, carelessly torture their unfortunate schoolfellow with unkind allusions. In this case the mischief is due chiefly to ignorance, and if the teacher has influence over the boys, and gently explains to them what pain they are giving they will quickly stop.
They must be taught, too, that nothing which causes suffering or annoyance to another can ever be the right thing to do, nor can it ever be amusing to any right-minded boy. Some children seem to find pleasure in teasing or annoying others, but that is only because they are ignorant. When they understand, they will never again be so unbrotherly.
In every class-room these words of my Master should be put up in a prominent place: "Never speak ill of any one; refuse to listen when anyone else speaks ill of another, but gently say: 'Perhaps this is not true, and even if it is, it is kinder not to speak of it.'"
There are crimes against love which are not recognised as crimes, and which are unfortunately very common. A teacher must use discretion in dealing with these, but should teach a doctrine of love so far as he is permitted, and may at least set a good example himself. Three of these are put by my Master under the head of cruelties caused by superstition.
1. Animal sacrifice. Among civilised nations this is now found only in India, and is tending to disappear even there. Parents and teachers should tell their boys that no custom which is cruel is really part of any true religion. For we have seen that religion teaches unity,