l 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 want you to set down
and see if you cannot do it better than any of them. No one of them
knows that any other is writing, except you, but after the others are
all 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 this; that the parts of the subject are presented
_in detail_, and in _particular exemplification_. In the first case, the
whole subject was despatched in a single, general, and comprehensive
description; in the latter, it is examined minutely, one point being
brought forward at a time. The discussions are enlivened too, by meeting
and removing such little difficulties, as will naturally come up, in
such an investigation. Boys and girls will take an interest in such a
lecture; they will regret to have it come to a conclusion, and will give
their attention when the subject is again brought forward, on the
following day. Let us suppose the time for continuing the exercise to
have arrived. The teacher resumes the discussion thus.

"I was talking to you yesterday about the motives of action; how many
had I made?"

Some say, "Four," some "Five," some "Six."

"Can you name any of them?"

The boys attempt to recollect them, and they give the names in the order
in which they accidentally occur to the various individuals. Of course,
the words Fear, Emulation, Honor, Friendship, and others, come in
confused and irregular sounds, from every part of the school-room.

"You do not recollect the order," says the teacher, "and it is of no
consequence, for the order I named was only accidental. Now to go on
with my account; suppose all these boys to sit down, and go to writing,
each one acting under the impulse of the motive which had been presented
to him individually. But in order to make the supposition answer my
purpose, I must add two other cases. I will imagine that one of these
boys is called away, a few minutes, and leaves his paper on his desk,
and that another boy, of