and in all situations, the character and condition of the individual must be decisively influenced for good or for evil by the intercourse he has held through his senses with external nature.

LECTURE V.

ON THE

MEANS WHICH MAY BE EMPLOYED

ΤΟ

STIMULATE THE STUDENT

WITHOUT THE AID OF EMULATION.

BY JOHN L. PARKHURST.

MOTIVES TO STUDY,

WITHOUT THE AID OF EMULATION.

IT has been the practice of most teachers, to call in the aid of emulation to stimulate their pupils in the prosecution of their studies. By several writers, however, it has been maintained, that this is not a good or a safe principle of action. And many teachers, who resort to it, acknowledge its tendency to be dangerous, but justify themselves on the ground of necessity. They suppose it to be impossible to find other motives sufficiently powerful to produce the desired effect. The attention of my respected audience is now invited to a few remarks on "the means which may be employed to stimulate the student without the aid of emulation."* If such means can be

* It will be seen, that the shape of the subject, assigned by the Directors of the Institute, precluded the writer from entering into a consideration of the lawfulness or unlawfulness of emulation as a principle of action. In the discussion which followed the delivery of the lecture, however, he was led to regret, that he had not at least attempted a definition of emulation, and made a few plain distinctions in order to guard, if possible, against that confusion of terms, and ideas too, by which the discussion was embarrassed. Indeed, without a clear idea of what emulation is, it would not appear but that the lecturer in attempting to enumerate the best means of stimulating a student without the aid of emulation, had inadvertently recommended some methods, which have a direct tendency to excite those feelings in which emulation consists. Is emulation, then, as has been sometimes insinuated, a desi reo advancement in knowledge and virtue? a desire of continued and indefinite progress in literature and science, and in the culture of theintellectual faculties? If so, the lecturer has entirely mistaken his sub

pointed out, a favor will be conferred on those who regard emulation as an unlawful or an unsafe principle of action; while even they who have no scruples on that point, may find the influence of other motives a desirable auxiliary in the work of education. The importance of the subject assigned me on this occasion, is readily perceived, when we consider, how general is the practice of resorting to the aid of emulation, in families, in common schools, and in literary institutions of a higher order; how powerful this principle is in its operation; and how great and lasting an influence it frequently has in the formation of human character. To do full justice to our subject, would require an elaborate treatise on the principles of education. On the present occasion, being restricted, by feeble health, within narrow limits, I can only offer a few suggestions, without stopping to illustrate my meaning by examples, to prove the correctness of my views by facts and arguments, or to trace my principles to their various practical results.

1. The human mind is formed for activity. It is so constituted that the voluntary exercise of its various faculties on

ject, and has relied for success in stimulating a student, chiefly on that very principle which he professed to avoid. But he understood emulation and he still believes it is generally understood,-to be quite a different thing. Emulation,—as he understood the term,—is a love of superiority, a spirit of competition or rivalry, a desire to outdo others. It is altogether a comparative thing, and derives its whole gratification from a comparison of one's self with another, or some others, who are regarded as inferior, or as having been left behind in the race. It is a selfish principle, and utterly inconsistent with disinterested benevolence. One who is actuated by better motives, might say to his fellow: "I have a desire to press forward in the path of improvement and usefulness, I am determined to use every effort for the purpose. I should rejoice to see you do the same. Come, then, and go with me. We may each be a help to the other. It will give me pleasure to aid your progress by every means in my power. But if you remit your efforts, I must condemn your negligence. If you fail for the want of opportunity or ability, I shall lament your misfortune. Surely, I cannot wish to see you linger behind. I should be base, indeed, to derive pleasure, from seeing another destitute of a good which I myself enjoy." For a more extended discussion of this subject, see the chapter on "Emulation and Ambition" in "Elements of Moral Philosophy," by the writer of the Lecture,