_Gymnastic_ exercises likewise have a moral effect in promoting habits of self-control, prompt obedience at the word of command, etc. Indeed, it is not difficult to show the moral bearings of the ordinary branches of instruction. It would, on the contrary, be difficult to find a single one, which, when rightly viewed, is not surrounded by a moral photosphere. Science, history, literature, and the other branches lend themselves in various ways to the development of character. But there are certain other opportunities which every school offers, apart from the teaching, and these may be utilized to the same end. The discipline of the school, above all, has an immense effect on the character. If it is of the right kind, a beneficial effect; if not, a most pernicious one. The mere working of what may be called the school machinery tends to inculcate habits of order, punctuality, and the like. The aggregation of a large number of scholars in the same building and their intercourse with one another under the eye of the teachers, afford frequent opportunities for impressing lessons of kindness, politeness, mutual helpfulness, etc. The recitations of lessons give occasion not only to suppress prompting, but to eradicate the motives which lead to it, and to impress deeply the duty of honesty. The very atmosphere of the class-room should be such as to encourage moral refinement; it should possess a sunny climate, so to speak, in which meanness and vulgarity can not live. But there is especially one avenue of influence, which I have much at heart to recommend. The teacher should join in the _games_ of his pupils. He will thus at once come to stand on a friendly footing with them, and win their confidence, without in the least derogating from his proper dignity. And thus will be removed that barrier which in many schools separates pupils and teachers to such a degree that there actually seem to exist side by side two worlds--the world to which the teacher has access, and the world from which he is shut out. Moreover, while they are at play, the true character of the pupils reveals itself. At such times the sneak, the cheat, the bully, the liar, shows his true colors, and the teacher has the best opportunity of studying these pathological subjects and of curing their moral defects. For, while playing with them, as one concerned in the game, he has the right to insist on fair dealing, to express his disgust at cowardice, to take the part of the weak against the strong, and his words spoken on the playground will have tenfold the effect of any hortatory address which he might deliver from the platform. The greatest and most successful of teachers have not disdained to use this device.