If this is done, the pupils feel that the object of bringing up the subject is to do good; whereas, if questions of moral duty are only introduced from time to time, when some prevailing or accidental fault in school calls for reproof, the feeling will be that the teacher is only endeavoring to remove from his own path a source of inconvenience and trouble.

The most successful mode of giving general moral instruction that I have known, and which has been adopted in many schools with occasional variations of form, is the following: When the time has arrived, a subject is assigned, and small papers are distributed to the whole school, that all may write something concerning it.

These are then read and commented on by the teacher, and become the occasion of any remarks which he may wish to make.

The interest of the pupils is strongly excited to hear the papers read, and the instruction which the teacher may give produces a deeper effect when ingrafted thus upon something which originates in the minds of the pupils.
To take a particular case.

A teacher addresses his scholars thus: "The subject for the moral exercise to-day is _Prejudice_.