2. Present your subject not in its _general views_, but in its _minute
details_. This is the great secret of interesting the young. Present it
in its details, and in its practical exemplifications; do this with any
subject whatever, and children will always be interested.

To illustrate this, let us suppose two teachers, wishing to explain to
their pupils the same subject, and taking the following opposite methods
of doing it. One, at the close of school, addresses his charge as
follows;

"The moral character of any action, that is, whether it is right or
wrong, depends upon the _motives_ with which it is performed. Men look
only at the outward conduct, but God looks at the heart. In order now
that any action should be pleasing to God, it is necessary it should be
performed from the motive of a desire to please him.

"Now there are a great many other motives of action which prevail among
mankind, besides this right one. There is love of praise, love of money,
affection for friends, &c."

By the time the teacher has proceeded thus far, he finds, as he looks
around the room, that the countenances of his pupils are assuming a
listless and inattentive air. One is restless in his seat, evidently
paying no attention. Another has reclined his head upon his desk, lost
in a reverie, and others are looking round the room, at one another, or
at the door, restless and impatient, hoping the dull lecture will soon
be over.

The other teacher says;

"I have thought of an experiment I might try, which would illustrate to
you a very important subject. Suppose I should call one of the boys, A.,
to me, and should say to him; 'I want you to go to your seat and
transcribe for me a piece of poetry, as handsomely as you can. If it is
written as well as you can possibly write it, I will give you 25 cents.'
Suppose I say this to him privately, so that none of the rest of the
boys can hear, and he goes to take his seat, and begins to work. You
perceive that I have presented to him a motive to exertion."

"Yes sir," say the boys, all looking with interest at the teacher,
wondering how this experiment is going to end.

"Well, what would that motive be?"

"Money." "The quarter of a dollar." "Love of money," or perhaps other
answers are heard, from the various parts of the room.

"Yes, love of money, it is called. Now suppose I should call another
boy, one with whom I was particularly acquainted, and, who, I should
know would make an e