ffort to please me, and should say to him, 'For a
particular reason, I want you to copy this poetry'--giving him the
same--'I wish you to copy it handsomely, for I wish to send it away, and
have not time to copy it myself. Can you do it as well as not?'

"Suppose the boy should say he could, and should take it to his seat,
and begin; neither of the boys knowing what the other was doing. I
should now have offered to this second boy a motive. Would it be the
same with the other?"

"No sir."

"What was the other?"

"Love of money."

"What is this?"

The boys hesitate.

"It might be called," continues the teacher, "friendship. It is the
motive of a vast number of the actions which 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, we shall
remember 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 wil