The mode of reasoning Socrates adopted in instructing his disciples, in which, availing himself of their previous knowledge, he led them from admitted premises to a natural conclusion, does well with men who are furnished with a large amount of facts, but will not do with children, whose stock is soon exhausted. The ellipsis enables a trainer to supply these facts, while the question stirs up what he already knows. The union of the two supplies materials, and produces an easy and natural flow of intellectual development and training, and may be stated as the "inductive philosophy" applicable to the training of children.

CHAP. XIII.

EMULATION-TAKING PLACES.

THIS is an important point of the system, and much animadversion has been directed against us because we do not allow the children to take places. How then, it is asked, can you have emulation without a stimulus ? We have a stimulus, and also emulation, but it is conducted upon different principles, and arises, in some measure, from different motives from those employed in the mode generally pursued. I as a child may be stimulated from love of distinction or from a love of learning, unquestionably the former feeling is more generally active than the latter, but if it can be proved, in actual practice, that the latter, or higher motive (although other motives may and ought to form ingredients), can be made to stimulate, why should we cultivate selfishness or any inferior motive? But after the experience of twenty years, we are fully of opinion, that the stimulative process of the whole system combined, but more especially that of simultaneous answering, renders the "taking of places" quite unnecessary, and medals of distinction actually injurious in a moral point of view.

To illustrate this position: Suppose the trainer is conducting a lesson, he of course puts a question, or

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forms an ellipsis, which is answered or filled up by one or more, according to their natural talents or extent of knowledge. Some of the answerers may be right, or nearly so; others may be wrong. It is clear, when the answer which the master accepts as right is received, and thrown back upon the gallery upon the principle already stated, that that boy who may have given the correct answer feels himself for the moment, the "dux;"* and all who thought as he did (although not expressed by them), also feel to a certain extent elevated with him. The very next question may be a reason founded on the facts stated and will likely be answered by a boy or girl of quite a different temperament, in consequence of which he or she is immediately elevated, without changing his or her local position; and so on through the whole class. One boy may become the leader by answering every question, which is not likely, from the variety of the exercises; or any boy in the gallery, on this principle, may be "dux" during some part of every lesson. Those who cannot answer, or have answered or thought improperly, of course feel themselves in the same position as if they actually were at the bottom of the class. The great point to be gained, whether in the moral or intellectual departments, is to cultivate and stimulate the higher powers in the acquisition of knowledge rather than to appeal to, and stimulate by, the selfish and lower motives of human

nature.

*This is a title given in Scotland to the head-boy of a class.

This principle, a few years ago, was a matter of theory on our part; now, however, it is a matter of fact and experience, and is found more efficacious in cultivating the understanding of children; and, without any of the evils alluded to, tends greatly to improve their moral sensibilities.

The reader will now readily anticipate our views on the subject of prizes.

PRIZES PLACES.

We give no prizes in the Model Schools of the Normal Seminary, nor does any one do so who faith

fully follows the training system. We do not say it is not impossible to give prizes without injuring the finer feelings, or injuring the moral sense, when it is confined to one particular branch of education-such as writing an essay on a given subject, although much qualification may be made even here-but to give prizes in a school in which a variety of subjects are introduced is, upon the whole, attended with serious evils. The silver dux medal is felt to be elevating, no doubt, if we can judge by the mien and strut of its temporary possessor. A volume, however, might be written, setting forth the pros and cons of this practice, and were the balance taken in reference to the "whole child" the weight, we are convinced, would sadly preponderate on the side of per contra. Prizes are generally, in such circumstances, awarded to the memory of words, or general rapidity of verbal answers, seldom to memory of ideas or to good behaviour.

Pride and vanity are strengthened; the sensitive and physically-weak are discouraged, however high their intellectual capacity may be. Many a "poetic Cowper" creeps into his cell in the presence of the physically-furious, whose voice or manner overbears him, and operates like a loadstone, depressing and weighing him down during the whole period of his education. Ought not the forward to be restrained, real talent brought forward, and the modest and sensitive encouraged by attention and kindly notice? Who that has witnessed and narrowly observed the heartburnings, and jealousies, and bending of principle, and lowering of the moral sensibilities of boys, under the influence and excitement of place and prize, does not perceive that, with all the apparent advantages of such a practice, it is not without a deep and serious alloy? It is quite clear that the intellect is that part of the child which is stimulated and rewarded by the distinction of place, and the prospect of a prize. The moral powers, if not positively injured, are at least left dormant, or remain unexercised. The vanity or pride of the possessor is exercised and strengthened; those who are unsuccessful are discouraged, and frequently sink into carelessness; and at the very best, it is elevating the few at the expense of the many. The higher moral powers are absolutely sacrificed at the shrine of intellect-forgetting, sometimes, that "knowledge puffeth up, but charity buildeth up."

We admit that there is a great difficulty in meeting this question, as strong intellect and strong health are alike gifts of nature, and not dependent on the will of