Argument perverted.-" He is studying for the prize."

sal experience would confirm it. A teacher who has depended upon prizes in a school, finds it very difficult to awaken an interest there when he withdraws the prize. Hence many have, on trying the experiment of abandoning the prize system, become discouraged, and have returned again to the use of prizes, believing them essential to their success. Thus the very argument which shows most clearly their pernicious tendency, is made a reason for continuing them. As before hinted, the prize scholars in our academies, and even our colleges, are seldom distinguished men in after-life,—a fact that speaks conclusively on this point. But it can scarcely be necessary to spend words to prove a truth almost self-evident.

It

VII. By the prize system, the influence of the good example of some of the best pupils, is lost upon the school. All who have taught, know how important this influence is to the success of the school. tells with resistless power upon the other scholars, wherever it exists, unless some unworthy motive can be assigned for it. But under the prize system, let a teacher appeal to the example of his best scholars, and the reply is, "Oh, yes, he behaves well, or he studies diligently, but he is trying to get the prize." With this understanding, his example becomes powerless, unless, indeed, there may be a disposition to be unlike him in. every thing. It is believed this is a consideration of considerable importance.

I have thus assigned, at some length, the reasons why I should discountenance, among the incentives

System of rewards.-Not necessary.-Why not?

of the school, the use of Prizes. As to the use of Rewards," when they are made so numerous that every one who is really deserving may receive one,— and when the basis of their distribution is not talent, not success merely, but good intention and praiseworthy effort, I have much less to say. As expressions of the teacher's interest in the children, and of his approval of their well-doing, they may serve a good end. Perhaps there is no very strong objection to them in principle; though if the teacher subjects himself to the necessary outlay in the purchase of them, it may become burdensome to him. I may add, however, that I do not think rewards are necessary to the teacher's success. I should prefer to do without them. It is possible to produce such a feeling in the schoolroom, that the approving conscience of the child, and the commendatory smile of the teacher, shall be the richest of all rewards. These come without money and without price, and may always be freely and safely bestowed, wherever there is a good intention exhibited by the child. That is the most healthy state of things where these are most prized. As children whose parents begin early to hire them to do their duty, are seldom ready afterwards to render their cheerful service as an act of filial obligation, whenever the pay is withheld,-so children at school, who have been accustomed to expect a reward, seldom pursue their studies as cheerfully when that expectation is cut off.

Safe incentives.-Approbation of friends.

SECTION III. — PROPER INCENTIVES.

In what has already been said, it has been more than hinted that there are higher attributes than emulation, which the teacher should address, and which, if he is successful in calling them into exercise, will be quite sufficient to ensure the proper application of his pupils to their studies. They have the merit, moreover, of being safe. They do not unduly stimulate the intellectual, at the expense of the moral faculties. Their very exercise constitutes a healthy growth of the moral nature. Some of these I may briefly allude to.

I. A DESIRE TO GAIN THE APPROBATION OF THEIR PARENTS AND TEACHER. The love of approbation is as universal in the human mind as emulation. Not one in a thousand can be found who does not possess it. Within proper limits, it is a desirable trait in human character. It is, to be sure, one of the selfish propensities; but among them all, it is the most innocent. Carried to an extreme, it would lead its possessor to crave the good opinion of the bad as well as of the good, and to become an obsequious seeker after popularity. This, of course, is to be deprecated. But there can be no danger of this extreme, as long as the approbation of parents and teachers is the object aimed at. It implies in the child a respect for the opinions, and a confidence in the justice of his parents and teachers; and hence it implies in him a

"Twice blest."-Desire to advance,-to be useful.

generous desire to please, as a condition of being commended by them.

In this sense, the love of approbation may be appealed to by the teacher. He perhaps need not frequently use the language of praise. It will generally be sufficient, if the smile of approval beams forth in his countenance. If he is judicious as well as just, this boon soon becomes a precious one to the child. It is a reward, moreover, which

"is twice blest;

It blesseth him who gives and him who takes."

II. A DESIRE OF ADVANCEMENT.

This is emula

tion in its good sense. It leads the child, as before remarked, to compare his present standing and attainments with what they should be, and to desire to surpass himself. This is ever commendable. Man was made for progress; and it is no unworthy aspiration, when this desire fires the youthful breast. The teacher, then, may appeal to this desire, may kindle it into a flame even, with safety,-because it is a flame that warms without consuming that on which it feeds.

III. A DESIRE TO BE USEFUL. The good teacher should never fail to impress upon the child that the object of his being placed on earth, was that he might be of some use to the world by which he is surrounded. "No man liveth to himself, and no man dieth to himself." He can be thus useful by storing the mind with knowledge and the heart with right affections.

He

Future application of knowledge.-Desire to do right.

may be reminded of the connection between his present studies, and the pursuits of life to which they may be applied. Some judicious hint at the future application of any branch is always a good preparation of the mind to pursue it. If there is a definite object in view, there will always be more alacrity in the labor of study; and this may be made to influence the young pupil as well as the more advanced. It is no small thing for the child if he can be early made to feel that he is living to some purpose.

IV. A DESIRE to do right. This, in other words, is a disposition to obey conscience by conforming to the will of God. This indeed is the highest and holiest of all the motives to human action. In its fullest sense it constitutes the fundamental principle of a religious character. The teacher should most assiduously cultivate in the child a regard for this principle. God has implanted the conscience in every child of earth, that it should early be made use of to regulate the conduct. That teacher is either grossly ignorant or madly perverse, who disregards the conscience, while he appeals alone to the selfishness of the young, and thus practically teaches that moral obligation is a nullity; that the law of God-so beautifully expounded by the Saviour" Thou shalt love the Lord thy God with all thy heart, and with all thy soul, and with all thy mind," and "Thou shalt love thy neighbor as thyself"-is of little consequence; and that the injunction of the apostle "Whether ye eat or drink, or whatsoever ye do, do all to the glory of God," is as good as obsolete.