Memory.—Have you always been pleasant to your companions? Have you always been ready to lend a comrade anything he has asked for? Have you always thanked those who have done you favors in an agreeable manner?
Comparison, association, abstraction.—Comparison between an agreeable child and a boorish one.
Judgment, reasoning.—Why is it necessary to be courteous to all? Is it sufficient to give help solely to show oneself to be amiable?
Sentiments.—He who is amiable has a soul rich in sweetness and suavity. What sympathy he evokes in all! The disagreeable person is irritated by trifles. He excites disgust and fear in others. He who is affable shows love to his neighbor.
Volition.—Children, accustom yourselves to be pleasant to every one. You should be pleasant when you are conferring some favor, otherwise the favor will seem irksome. When you want something, do you ask for it arrogantly? If so, it will be easier to say no than yes to you. On the other hand, if you ask politely for something, will it not be difficult to refuse you?
It will perhaps be more interesting to follow a lesson actually given, and accepted as a model for teachers in general. I therefore reproduce one of the lessons which gained a prize at a competition of teachers held in Italy.[3] In this, according to the subject or theme, only one primary psychical activity was to be dealt with: viz. sensory perception. (The compositions were distinguished not by the names of the authors, but by mottoes.)
Motto.—Things are the first and best teachers.
I set myself the following limits:
To give an idea of icy cold in contrast to that of heat. [This would be amply sufficient in itself, for these ideas are not grains to pick up one after the other, but sublime psychical facts of great complexity, and, consequently, very difficult to assimilate.]
Combine with the idea to be imparted, the cultivation of a sense of compassion and pity for the very poor, to whom winter brings such severe suffering; a feeling I have already tried many times to arouse.