' 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 dispatched 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.
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