"It attached a thread to the book and let itself down by it to the bottom of the tumbler, and walked round and round the ball of eggs, apparently in great trouble. Presently it ascended by its thread, and then came down again. It attached a new thread to the ball, and then went up, drawing the ball with it. It hung the ball at a proper distance from the book, and bound it firmly in its place by threads running from it, in every direction, to the parts of the book which were near, and then the animal took its place, quietly by its side.
"Now I do not say, that if any body had a strong antipathy to a spider, seeing one perform such a work as this would entirely remove it; but it would certainly soften it. It would tend to remove it. It would connect an interesting and pleasant association, with the object. So if she should watch a spider in the fields making his web. You have all seen those beautiful, regular webs, in the morning dew, ("Yes, sir," "Yes sir.") composed of concentric circles, and radii diverging in every direction. ("Yes sir.") Well, watch a spider when making one of these, or observe his artful ingenuity and vigilance, when he is lying in wait for a fly. By thus connecting pleasant ideas, with the sight of the animal, you will destroy the unpleasant association which constitutes the prejudice. In the same manner, if I wished to create an antipathy to a spider, in a child, it would be very easily done. I would tie her hands behind her, and put three or four upon her, to crawl over her face.
"Thus you must destroy prejudices in all cases, by connecting pleasant thoughts and associations with the objects of them."
"I am very often prejudiced against new scholars, without knowing
why?"
"We sometimes hear a person talk in this way, 'I do not like such, or such a person, at all.'"
"'Why?'
"'Oh I don't know, I do not like her at all. I can't bear her.'
"'But why not. What is your objection to her.'
"'Oh I don't know, I have not any particular reason, but I never did like her.'
"Now whenever you hear any person talk so, you may be sure that her opinion, on any subject, is worth nothing at all. She forms opinions in one case, without grounds, and it depends merely upon accident, whether she does not, in other cases."
"Why is it that so many of our countrymen are, or seem to be
prejudiced against the unfortunate children of Africa? Almost every
large white boy, who meets a small black boy, insults him, in
some way or other."
"It is so hard to overcome prejudices, that we ought to be
careful how we form them."
"When I see a new scholar enter this school and she does not happen
to suit me exactly in her ways and manners, I very often get
prejudiced against her, though sometimes I find her a valuable
friend, after I get acquainted with her."
"There is an inquiry I should like very much to make, though I suppose it would not be quite right to make it. I should like to ask all those who have some particular friend in school, and who can recollect the impression which the individual made upon them when they first saw her, to rise, and then I should like to inquire in how many cases the first impression was favorable, and in how many unfavorable."
"Yes sir." "Yes sir."
"Do you mean you would like to have the inquiry made?"
"Yes sir."
"All, then, who have intimate friends, and can recollect the impression which they first made upon them, may rise."
[About thirty rose; more than two thirds of whom voted that the first impression made by the persons who had since become their particular friends, was unfavorable.]
"This shows how much dependence you can justly place on first impressions."
"It was the next Monday morning, after I had attained the wise age
of 4 years, that I was called up into my mother's room, and told
that I was the next day going to school.
"I called forth all my reasoning powers, and with all the ability
of a child of four years, I reasoned with my mother, but to no
purpose. I told her that I hated the school mistress then; though
I had never seen her. The very first day I tottered under the
weight of the mighty foolscap. I only attended her school two
quarters; with prejudice I went, and with prejudice I came away.
"The old school-house is now torn down, and a large brick house
takes the place of it. But I never pass by without remembering my
teacher. I am prejudiced to [against] the very spot.
* * * * *
"Is it not right to allow prejudice, to have influence over our
minds as far as this? If any thing comes to our knowledge, with
which wrong seems to be connected, and one in whom we have always
felt confidence is engaged in it, is it not right to allow our
prejudice in favor of this individual to have so much influence
over us, as to cause us to believe that all is really right, though
every circumstance which has come to our knowledge is against such
a conclusion? I felt this influence not many weeks since, in a very
great degree."
"No; it would not be prejudice in such a case. That is, a prejudice would not be a sufficient ground to justify withholding blame. Well grounded confidence in such a person, if there was reason for it, ought to leave such an effect, but not prejudice."
* * * * *
The above may be considered as a fair specimen of the ordinary operation of such an exercise. It is taken as an illustration, not by selection from the large number of similar exercises which I have witnessed, but simply because it was an exercise occurring at the time when a description was to be written. Besides the articles quoted above, there were thirty or forty others, which were read and commented on. The above will, however, be sufficient to give the reader a clear idea of the exercise, and to show what is the nature of the moral effect it is calculated to produce.
The subjects which may be advantageously brought forward in such a way, are of course very numerous. They are such as the following. In connexion with each, give the suggestions as to the kind of articles to be written, which the pupils may receive at the time the subject is assigned.
1. DUTIES TO PARENTS. Anecdotes of good or bad conduct at home.
Questions. Cases where it is most difficult to obey. Dialogues
between parents and children. Excuses which are often made for
disobedience.
2. SELFISHNESS. Cases of selfishness any of the pupils have
observed. Dialogues they have heard exhibiting it. Questions about
its nature. Indications of selfishness.
3. FAULTS OF THE SCHOOL. Any bad practices the scholars may have
observed in regard to general deportment, recitations, habits of
study, or the scholars' treatment of one another. Each scholar may
write what is his own greatest trouble in school, and whether he
thinks any thing can be done to remove it. Any thing they think can
be improved in the management of the school by the Teacher.
Unfavorable things they have heard said about it, out of school,
though without names.
4. EXCELLENCES OF THE SCHOOL. Good practices, which ought to be
persevered in. Any little incidents the scholars may have noticed
illustrating good character. Cases which have occurred in which
scholars have done right, in temptation, or when others around were
doing wrong. Favorable reports in regard to the school, in the
community around.
5. THE SABBATH. Any thing the scholars may have known to be done on
the Sabbath which they doubt whether right or wrong. Questions in