hich are performed in this
world.

"Do you think of any other common motive of action besides love of money
and friendship?"

"Love of honor," says one; "fear," says another.

"Yes," continues the teacher, "both these are common motives. I might,
to exhibit them, call two more boys, one after the other, and say to the
one, 'I will thank you to go and copy this piece of poetry as well as
you can. I want to send it to the school committee as a specimen of
improvement made in this school.'

"To the other I might say, 'You have been a careless boy to-day; you
have not got your lessons well. Now take your seat and copy this poetry.
Do it carefully. Unless you take pains, and do it as well as you
possibly can, I shall punish you severely before you go home.'

"How many motives have I got now? Four, I believe."

"Yes, sir," say the boys.

"Love of money, friendship, love of honor, and fear. We called the first
boy A; let us call the others B, C, and D; no, we shall remember better
to call them by the name of their motives. We will call the first M, for
money; the second, F, for friendship; the third, H, for honor; and the
last, F--we have got an F already; what shall we do? On the whole, it is
of no consequence; we will have two F's, but we will take care not to
confound them.

"But there are a great many other motives entirely distinct from these.
For example, suppose I should say to a fifth boy, 'Will you copy this
piece of poetry? It belongs to one of the little boys in school: he
wants a copy of it, and I told him I would try to get some one to copy
it for him.' This motive, now, would be benevolence; that is, if the boy
who was asked to copy it was not particularly acquainted with the other,
and did it chiefly to oblige him. We will call this boy B, for
Benevolence.

"Now suppose I call a sixth boy, and say to him, 'I have set four or
five boys to work copying this piece of poetry; now I wish you to sit
down, and see if you can not do it better than any of them. After all
are done, I will compare them, and see if yours is not the best.' This
would be trying to excite emulation. We must call this boy, then, E. But
the time I intended to devote to talking with you on this subject for
to-day is expired. Perhaps to-morrow I will take up the subject again."

The reader now will observe that the grand peculiarity of the
instructions given by this last teacher, as distinguished from those of
the first, consists in t