The discipline at the table is peculiar. The Hindoos do not use knives, forks, and spoons at their tables; but they teach their children to make good use of, and to handle delicately, the tools they have, viz. their fingers. The children must sit decently in their places, must not scoop away the contents of the plate at once, nor put their fingers into their mouths up to the whole length. To leave one’s seat before others have finished their eating is regarded as an insult to the party. It is not only an insult, but more than that, as the party would not eat any more and would leave their seats accordingly. The Brahmuns do not touch each other while at meals; if accidentally they should do so, the oldest of the party ceases to eat, but sits quietly until the end, when he leaves his seat with the rest, and does not eat any cooked food till evening. Anything left on the plate, whatever be its quality or quantity, is not taken into the kitchen or closet in order that it may be used again. Hence they take what they can eat, and the remainder is given to the servants, who are always from the low castes. Discipline at the school is as follows. Love to the teacher, respect to his person, obedience to his commands, and attention to his teaching, are strictly insisted upon in our scholastic career. The Hindoo boys (for the girls are not sent to the schools or anywhere else for instruction, there being no such thing as female education) are taught first of all to regard, or, I might say, to idolize their teacher. To refuse him a service, or to speak a word before his face in the spirit of defiance, is a sin. Pupils really prostrate themselves before him, and offer prayer to him, as a personification of knowledge. So much confidence is put in him that the boys sometimes pay more attention to his words than they do to those of their parents. For obedience to and confidence in a teacher are preludes to scholastic success. Under any marked circumstances, for instance like the late school question in Boston about reading the commandments, in which the parents and the teacher were opposite parties, each demanding of the child submission, a Hindoo boy would obey the teacher while under his instruction, his sacred position awakening respect. I have known a boy who cared so much for the wants of his teacher, that he would not listen to the paltry excuses of his parents for not meeting them. The teacher had told him to bring his schooling fee, which he wished to remit to his family by a man who was to leave the place the next morning. The boy asked the money from his parents, but did not get it; they said, some time during the week they would forward it to the teacher. This did not satisfy the boy, who, in the absence of his parents, took away a heavy brazen jar, pawned it at a neighbor’s, and brought the money to his teacher. Being desired to give the reasons for his conduct, he replied, “The teacher ought to receive his fee