such a case, is not the value of the pencil, but the _honor of the
victory_; and as the honor of the victory might as well be coupled with
an object of less, as well as with one of greater value, the next week
he divided his two pencils into quarters, and offered to his pupils
eight prizes instead of two. He offered one to every five scholars, as
they sat on their benches, and every boy then saw that a reward would
certainly come within five of him. His chance, accordingly, instead of
being one in twenty, became one in five.

Now is it possible for a teacher, after having philosophized upon the
nature of the minds upon which he is operating, and surveyed the field,
and ingeniously formed a plan, which plan he hopes will, through his own
intrinsic power, produce certain effects--is it possible for him, when
he comes, for the first day, to witness its operations, to come without
feeling a strong interest in the result? It is not possible. After
having formed such a plan, and made such arrangements, he will look
forward almost with impatience to the next writing-hour. He wishes to
see whether he has estimated the mental capacities and tendencies of his
little community aright; and when the time comes, and he surveys the
scene, and observes the operation of his measure, and sees many more are
reached by it than were influenced before, he feels a strong
gratification, and it is a gratification which is founded upon the
noblest principles of our nature. He is tracing, on a most interesting
field, the operation of cause and effect. From being the mere drudge,
who drives, without intelligence or thought, a score or two of boys to
their daily tasks, he rises to the rank of an intellectual philosopher,
exploring the laws and successfully controlling the tendencies of mind.

It will be observed, too, that all the time this teacher was performing
these experiments, and watching with intense interest the results, his