The few only are stimulated.-Exceptions.-In spite of the system.

surely are not called for. It is the part of wisdom, then, to omit such culture and avoid such results, especially when safer means are so accessible.

III. The hope of gaining the prize stimulates only the few, while the many become indifferent. This is admitted to be true even by the advocates of the prize system. Let a prize be offered in any class as a reward for the best scholarship, and in a very few days it becomes perfectly obvious to all who the two or three are that will be likely to outstrip all the others. These two or three will be stimulated to exertion; but the strife is left entirely to them. All others, despairing of success, resolve at once to "let their moderation be known to all men ;" and since the prize has been made so prominent an object, they cannot be expected now to look at any thing above and beyond it. Feeling that they are not likely to participate in the honors of the class, they have but little disposition to share in its toils.

This to be sure is not always so. There are some, who, ceasing to strive for the prize, toil for the more substantial blessing—a good education,—and in the end come out the best scholars. This is the way indeed most of our strong men are made; for it has long been remarked that the prize scholars in our schools, and even in our colleges, do not usually become the most distinguished men. On the other hand, many of them are never heard of after receiving their honors. But, though some of the slower scholars do thus hit upon the true path to eminence, it is not to be

Why prize scholars finally fail.-The teacher should reach all.

set to the credit of the system; they rise in spite of the system rather than by virtue of it; while the ultimate failure of the prize scholars is usually directly attributable to the defect of the system; for having been unduly stimulated to study solely with reference to recitation, and not with regard to future usefulness, their memories have been developed out of all proportion to the other faculties of their minds; and, though they may have been very good reciters, they have no power to become independent thinkers. Under different training they might have become strong men.

But to look no further than the school, the remark holds true in general, that prizes stimulate the few, and the many become indifferent not only to prizes, but to other and better motives. That system of incentives only can be approved, which reaches and influences successfully all the mind subjected to its operation.

Nor is this an unimportant consideration. It is not sufficient praise for a teacher that he has a few good scholars in his school. Almost any teacher can call out the talent of the active scholars and make them brilliant reciters. The highest merit, however, lies in reaching all the pupils, the dull as well as the active, and in making the most of them, or rather in leading them to make the most of themselves. should be remembered of every child, that the present is his only opportunity of being a child, and of receiving the training appropriate to childhood; and that teacher who rests satisfied with a system that does not reach the many, while he amuses himself and his visit

It

Difficulty in awarding the prize.-Judges disagree.-A fact.

ors with the precocity of a few of his most active scholars, is recreant to his responsible trust.

IV. There is much difficulty in awarding the prize so as to do strict justice to all. So many things are to be taken into the account in order to determine the excellence of a performance compared with others, that some particulars are very likely to be overlooked. Those who are called to judge of the results often disagree among themselves. The following anecdote will illustrate this. Three literary gentlemen were appointed to select the best from several compositions, presented by a class, who had written them in competition for a gold medal. Each of the gentlemen carefully read the whole number in private, and conscientiously selected the best according to his judgment. When they came together to compare results, it was found that each man had selected the best, but that no two had selected the same! They carefully read and compared the three, and still each insisted that his original choice was the best. After much debate and considerable delay, one of the parties being obliged to go to his business, relieved himself from a painful detention, and his friends from a perplexing doubt, by saying he believed the composition he had selected was the best, but, as he could not stop to claim its rights, he would yield them in favor of the second best in the hands of one of his associates. This ended the dispute, and the action in favor of the successful one, was declared to be unanimous !

This only proves how difficult it is to decide; and

The parties dissatisfied.-Various external aids: exemplified.

in the case just cited, it might well be asked, why should one of these competitors be held up to the multitude to be applauded and admired, and the others sent back to their classes covered with the shame of a failure? What principle of justice sanctioned this decision?

Nor is this a solitary instance. It rarely happens that the case is perfectly clear. There is usually much perplexity about it; and hence one reason why the decision seldom satisfies the friends of the parties either in the school or at home. But other considerations besides the intrinsic merits of the performance are to be taken into account in awarding a prize; as,

1. A difference in the external facilities which the competitors enjoy for getting the lessons. One pupil may be the son of poverty, and be compelled to labor during all the hours out of school; another may be in easy circumstances, and have nothing to prevent giving undivided attention to study during the whole day. One may be the child of parents who have no power to render assistance by way of explaining a difficult point; while the other may have all his doubts removed at once by parental aid. One may never even be encouraged by a kind word at home; another is constantly urged to effort, and perhaps not allowed to be idle. One may have access to no books but his schoolmanuals; the other may have at his command a large library. This difference in circumstances should be taken into the account; but it never can be fully understood by those who are called to decide.

Improper means used.-An "authoress!"

2. The improper means which may have been em ployed to secure the prize. Ambition when aroused is not always scrupulous of its means. One competitor may be highminded; may enter the arena determined to succeed by an honorable strife; may resolve to succeed by his own exertions, or to fail rather than bring in any thing which is not the fruit of his own study. Another, regardless of honor or principle, resolves only to succeed, whatever it may cost; hesitates not to copy from others if possible, or to apply to a brother in college or some friend in the High School to furnish the difficult solution, prepared to order. One young lady spends days and nights in arranging the glowing thoughts for her composition, determined if industry, study, good taste, and a careful application of the rules of rhetoric can effect any thing, that her production shall be worthy of a prize. Another, in no way distinguished for scholarship, industry, or honor, writes a careless letter to a married sister in a distant city, invoking her aid. In due time the mail brings an elegant essay. It is copied with sufficient accuracy to be read, and at the examination takes the prize! The fair'authoress' stands forth and is flattered before the multitude, is perhaps made to believe that she is worthy of praise; she grasps the golden bauble, and, covered with the blushes of modesty, receives the congratulations and caresses of friends, and is afterwards. reputed a good scholar. Her competitors meantime become convinced that effort cannot rival genius; they are mortified to think they have presumed to enter the