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.  Each one may take one of the papers which have been distributed, and you may write upon them any thing you please relating to the subject.  As many as have thought of any thing to write may raise their hands.”

One or two only of the older scholars gave the signal.

“I will mention the kinds of communications you can make, and perhaps what I say will suggest something to you.  As fast as you think of any thing, you may raise your hands, and as soon as I see a sufficient number up, I will give directions to begin.

“You can describe any case in which you have been prejudiced yourselves either against persons or things.”

Here a number of the hands went up.

“You can mention any facts relating to antipathies of any kind, or any cases where you know other persons to be prejudiced.  You can ask any questions in regard to the subject—­questions about the nature of prejudice, or the causes of it, or the remedy for it.”

As he said this, many hands were successively raised, and at last directions were given for all to begin to write.  Five minutes were allowed, and at the end of that time the papers were collected and read.  The following specimens, transcribed verbatim from the originals, with the remarks made as nearly as could be remembered immediately after the exercise, will give an idea of the ordinary operation of this plan.

“I am very much prejudiced against spiders and every insect in the known world with scarcely an exception.  There is a horrid sensation created by their ugly forms that makes me wish them all to Jericho.  The butterfly’s wings are pretty, but he is dreadful ugly.  The is no affectation in this, for my pride will not permit me to show this prejudice to any great degree when I can help it.  I do not fear the little wretches, but I do hate them.  ANTI-SPIDER-SPARER.”

“This is not expressed very well; the phrases ‘to Jericho?’ and ‘dreadful ugly’ are vulgar, and not in good taste.  Such a dislike, too, is more commonly called an antipathy than a prejudice, though perhaps it comes under the general head of prejudices.”

“How may we overcome prejudice?  I think that when we are prejudiced against a person, it is the hardest thing in the world to overcome it.”

A prejudice is usually founded on some unpleasant association connected with the subject of it.  The best way to overcome the prejudice, therefore, is to connect some pleasant association with it.