pride, and enjoyment. This tree stands so near the limit of my grounds that its spreading branches throw as much shade upon the soil of my next neighbor as my own. I determine the tree shall be felled: it is done. Why this sacrifice of kingly beauty and grateful shade? asks the looker-on. Perhaps it overshadowed my neighbor's fruit-trees or grain so entirely as to prevent their growth.-How generous and beautiful the act! Perhaps I owe him a grudge, and cannot endure that he should have an equal advantage with myself in my possessions, although I am in no sense the loser. How mean and unworthy the

act!

Now to Mr. A. or Mrs. B., the other side of the way, or the other side of the hill, it makes no difference which of these motives controlled me; but to myself it is of infinite moment, whether I am cherishing and strengthening a vindictive, narrow, unchristian spirit, or whether I am fostering justice and magnanimity within me.

This being the case-it being, as we clearly see, true that the motive of action and utterance makes the character of it, and that the motives we habitually cherish make our characters, whatever reputation we may possess, this being the case, it becomes a question of vital importance to the well-being of the young, what motives we are making the habitual springs of all they do and say. What motives, then, shall "be urged in

the business of education?"

Were there no circumstances to be taken into account, were everything at hand precisely as we would have it, the answer could be given at once and heartily responded to by every educator; no motive to obedience but the love of right, no motive to study but the love of progress. But since there are innumerable circumstances to be considered, circumstances which it were madness to attempt ignoring, the answer admits of discussion, and divides itself into three classes. First, those motives which should not only not be "urged" but not permitted to exist. Second, those which may be allowed an existence, and activity to a limited extent, but should never be "urged." Third, those which should constantly be enforced as the healthy and legitimate sources of human action and endeavor.

First. Any intelligent thinking individual who has been brought somewhat intimately into relation with miscellaneous children, cannot have failed to observe that truth and purity and great-heartedness are not in all cases the natural upspringings of their action and utterance, and that the opposite of these are often rankly fostered by home and street influences. From these will proceed, oftentimes, an outward seeming of good, that needs to be carefully scrutinized and the motive eradicated at once and forever.

For instance I had once in my class in a certain school a girl whose cousin was a member of a slightly advanced division of the same class. Between the mothers of these girls, whose husbands were brothers, a jealous rivalry existed with regard to their children; each determined her own should excel the other. This influence actuated the two pupils in all they did. Each studied hard, but it was always with one eye turned toward her cousin to see if she studied harder. Their conduct was circumspect to the observer, but it was so in order that they might not lose rank, the one thereby falling behind the other. What wellsprings of action were here deepening and acquiring power for their future lives! What a preparation of the heart was this, for the relations of social and domestic life! I often felt how much better for these girls it would have been to be entirely ignorant of all that is acquired from books, so that their natures could be kindly and simple; and I was rejoiced when circumstances gave them places in schools remote from each other.

Here was a motive that should never for a moment be permitted to exist, the motive not of generous emulation but of jealous rivalry.

I have in the course of my experience, at different times, had under my care pupils who were accustomed to being managed entirely by appeals to their vanity. Had I pursued the same course, it would have been smooth and easy for me, in place of the often discouraging, always up-hill labor of seeking, led by a sense of duty, to repress this incentive. In every instance except one, the individuals came ultimately to see, gratefully, affairs from my point of view. This one subject, while she has frequently since we separated given evidence of her respect and deference for my opinions, still holds me personally in disfavor. But that is a trifle, if by my discipline she has gained, as I think she has, despite a weak and erroneous home influence, a clearer insight into character and duty.

Vanity is a motive to be entirely deprecated.

Plausibility is the last of this class my limits will permit me to mention. "Do what you please with your ears but give me your eyes," I once heard the master of a school (not one in which I was teaching) say to his assembled pupils; assembled for a general exercise in which all had equal concern. The necessary translation of this injunction to my mind was, let there be an outward show of right, whatever the reality may be.

Follow this influence out into mature life, individual and social, my earnest, clear-thinking co-workers, and see to what it tends. See the hollowness of heart, that bears not the pressure a band-box would sustain; the emptiness of purpose,

that leaves the mind at the mercy of every blast of passion and caprice; the absence of sterling integrity, that generates legitimately distrust, and leads ultimately to bankruptcy in wealth more essential than mere earthly treasures. Ah! whatever other inward habits you may confirm in the life of the child, in mercy destroy the first germs of plausibility.

Second. The second class of motives, consisting of those which may be tolerated but not enforced, is much the largest of the three classes. My aim will be to cite only a sufficient number to present clearly my view, and suggest further development of the thought to the minds of others.

For every card of approbation some pupil brings home at the close of the week from his teacher, he is promised a certain amount of money by his parent or guardian, also for a stipulated number of well-learned lessons. Thus, pecuniary advantage is early made the motive for intellectual and moral effort; and yet we wonder, while we moralize mournfully over the degeneracy of an age in which money is the only potent influthe great desideratum.

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Now the desire for money, to a certain extent, is right and proper, and may exist in connection with the most lovely and noble traits of character; but is always, in a healthy state, subordinate to them. It comes, in this relation, as one of those things which the promise says "shall be added," when the higher has been primarily sought. If, therefore, parents or teachers choose to let outward acquisition follow inward attainment, as one of its results, there can no harm come of it — it is in accordance with the law of life. But if the child be taught to regard it as the final end, the best good thing, nothing can be more narrowing, yes, I may say debasing, to his habits of mind and character.

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Emolument, then, is one of the incentives to be tolerated.

Again. These very cards that the injudicious parent is buying up with such a fatal premium, come under this class of motives.

The love of approbation is well in its subordinate place; is amiable and sympathetic in its character, much more so than the desire for emolument; but it should never be urged as the final good. Let it follow as a matter of course, one of the things" added thereunto," and then it becomes a happy help in the full development of mind and heart.

Desire for honors is another of the permitted influences. Under this head come preferences of place, considered as rank, medals, diplomas, &c.

When the teacher has the right view and practice in these matters, the only harm that comes of them is the difficulty of making a perfectly just distribution of a very limited number.

I shall, I hope, be acquitted of egotism, if I cite my own experience as proof that these, also, may be regarded not as ends and aims, but a part of the inevitable result of well-doing.

A certain portion of my pupils annually receive diplomas at the hands of the sub-committee. The subject is never mentioned to them until the master desires their names for the engraver. I then announce to the class that the period of this ceremonial draws near; state the number to be distributed; and desire them to determine in their own minds, all things considered-attendance, punctuality, recitations and deportmentthe most worthy of the honor. When time for thought has been allowed, they are permitted to name first one, then another, another, &c., until the number is complete. Previous to this my own opinion is formed, and I do not remember an instance in which the views of the class have differed from my own. Conversations have often grown out of these events, showing me, with pleasure not unmixed with astonishment, how admirably children may be trained to discriminate between the genuine and the specious in character and attainment.

The last of this class of motives to be considered is the fear of punishment. This I consider, philosophically, a more legitimate incentive than the expectation of reward; since the best we can do is but our duty; anything short of that inevitably brings pain -loss of privileges or positive suffering.

Obedience to law and order; submission of the will to rightful authority; a certainty that, agreeable or disagreeable, pleasant or irksome, duty must be done; these are the most important and vital life-lessons of humanity, and to enforce them upon some natures, the pain and fear of punishment are needful agents. But too much pains cannot be taken in discriminating with regard to the subjects of this influence, and it should never be forgotten that there is to be in its exercise nothing revengeful or vindictive. As a matter of course, in the sequence. of the action of Providence, it comes to the of fender or delinquent as his peculiarities demand it. The child must obey; the child must perform his prescribed tasks if reasonable; that he ought to do this he knows as well as you, and respects, and is happy and grateful under, the firm, steady authority that compels him to it whether he will or not.

Third. I come now to that serene height in the ascent of my theme, where my mind delights to dwell, because it is a region of freedom and security; broad as the capabilities of the race, and high as its best aspirations. Here we are no longer toiling at the root of the baneful, nor watching, with pruningknife in hand, the spreading tendrils of the questionable. But with all the force of our own elevated, enlightened, and enthusiastic zeal to make better, these motives are "urged." Shall

I enumerate some of them? Will my fellow teachers recognize them as school-room acquaintance? All must have had a few examples-some, perhaps, very few-but all will agree with me that they are the point in progress toward which all effort should tend, and that before the darkest and most indurated natures, these shining possibilities should be kept constantly as ideals.

1st. Study from a sense of duty, whether it is preferred or not; because no time or opportunity should be wasted.

2d. Study from a desire to develop fully all the powers which have been given us.

3d. Study from a wish to make ourselves agreeable and useful to others.

4th. Study from a love of it.

1st. Obedience from a conviction that subordination is a duty. 2d. Obedience from a love of the individual in authority. 3d. Obedience from a desire to secure the best condition of the little community of which the individual forms a part.

4th. Obedience from an abstract love of rectitude, and a wish to experience whatever discipline will make better the heart and life.

Fellow teachers of both sexes! Ye who like me have so much to do with regulating the central springs of the great social machinery, so much to do in attuning the chords of individual character, while compelled so often to see the baneful flourish, and tolerate the questionable, are you urging these high and worthy incentives to action? Is moral and intellectual life, under your influence, a steady, up-reaching, wide-spreading growth, that will stand unharmed hereafter amid warring elements and frost and blight? Are the outward and inward habits your nurture is fostering, such as you would like to see at your own firesides, in your own bosom companions? Such as in your most holy moments you recognize as the accepted of Him who looketh on the heart?

It is pleasant to know that we are gaining present favor by present results; that the eclat of our success is giving us reputation in our profession. But Oh! far pleasanter, far more refined, intense, and enduring in its satisfactions, is the conviction that we are doing something for the renewal of individual lives; for the improvement of the family and society; for the elevation and perpetuity of enlightened Christian institutions; for peopling that Heaven which we hope for all.

Scrutinize carefully individual character as you have rightful opportunity; look into the families of your acquaintance; scan social life; take a searching, comprehensive view of community at large; examine trades, professions, church and state, in all their various branches; seek the great universal