t by the teacher, sometimes produces very bad effects upon
the minds of the pupils in rival institutions. When two schools are
situated near each other, evil consequences will result from this
feeling, unless the teacher manages it so as to deduce good
consequences. I recollect that in my boyish days there was a standing
quarrel between the boys of a town school and an academy which were in
the same village. We were all ready at any time, when out of school, to
fight for the honor of our respective institutions, each for his own,
but very few were ready to be diligent and faithful when in it, though
it would seem that that might have been rather a more effectual means of
establishing the point. If the scholars are led to understand that the
school is to a great extent their institution, that they must assist to
sustain its character, and that they share the honor of its excellence,
if any honor is acquired, a feeling will prevail in the school which may
be turned to a most useful account.

(7.) In giving instruction on moral duty, the subject should generally
be taken up in reference to imaginary cases, or cases which are unknown
to most of the scholars. If this is done, the pupils feel that the
object of bringing up the subject is to do good; whereas, if questions
of moral duty are only introduced from time to time, when some
prevailing or accidental fault in school calls for reproof, the feeling
will be that the teacher is only endeavoring to remove from his own path
a source of inconvenience and trouble. The most successful mode of
giving general moral instruction that I have known, and which has been
adopted in many schools with occasional variations of form, is the
following:

When the time has arrived, a subject is assigned, and small papers are
distributed to the whole school, that all may write something concerning
it. These are then read and commented on by the teacher, and become the
occasion of any remarks which he may wish to make. The interest of the
pupils is strongly excited to hear the papers read, and the instruction
which the teacher may give produces a deeper effect when ingrafted thus
upon something which originates in the minds of the pupils.

To take a particular case. A teacher addresses his scholars thus: "The
subject for the moral exercise to-day is _Prejudice_. Each one may take
one of the papers which have been distributed, and you may write upon
them any thing you please relating to the sub