help one another. My Master said that people "try to invent ways for
themselves which they think will be pleasant for themselves, not
understanding that all are one, and that therefore only what the One
wills can ever be really pleasant for anyone." And He also said: "You
can help your brother through that which you have in common with him,
and that is the Divine life." To teach this is to teach religion, and
to live it is to lead the religious life.

At present the value of the set moral teaching is largely made useless
by the arrangements of the school. The school day should always open
with something of the nature of a religious service, striking the note
of a common purpose and a common life, so that the boys, who are all
coming from different homes and different ways of living 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