The necessity of making such efforts as this, however, to keep up the interest of the class in their work, and to make it pleasant to them, will depend altogether upon circumstances; or, rather, it will vary much with circumstances.  A class of pupils somewhat advanced in their studies, and understanding and feeling the value of knowledge, will need very little of such effort as this; while young and giddy children, who have been accustomed to dislike books and school, and every thing connected with them, will need more.  It ought, however, in all cases, to be made a means, not an end—­the means to lead on a pupil to an interest in progress in knowledge itself, which is, after all, the great motive which ought to be brought as soon and as extensively as possible to operate in the school-room.

Another way to awaken interest in the studies of the school is to bring out, as frequently and as distinctly as possible, the connection between these studies and the practical business of life.  The events which are occurring around you, and which interest the community in which you are placed, may, by a little ingenuity, be connected in a thousand ways with the studies of the school.  If the practice, which has been already repeatedly recommended, of appropriating a quarter of an hour each day to a general exercise, should be adopted, it will afford great facilities for doing this.

There is no branch of study attended to in school which may, by judicious efforts, be made more effectual in accomplishing this object, leading the pupils to see the practical utility and the value of knowledge, than composition.  If such subjects as are suitable themes for moral essays are assigned, the scholars will indeed dislike the work of writing, and derive little benefit from it.  The mass of pupils in our schools are not to be writers of moral essays or orations, and they do not need to form that style of empty, florid, verbose declamation which the practice of writing composition in our schools, as it is too frequently managed, tends to form.  Assign practical subjects—­subjects relating to the business of the school, or the events taking place around you.  Is there a question before the community on the subject of the location of a new school-house?  Assign it to your pupils as a question for discussion, and direct them not to write empty declamation, but to obtain from their parents the real arguments in the case, and to present them distinctly and clearly, and in simple language, to their companions.  Was a building burned by lightning in the neighborhood?  Let those who saw the scene describe it, their productions to be read by the teacher aloud, and let them see that clear descriptions please, and that good legible writing can be read fluently, and that correct spelling, and punctuation, and grammar make the article go smoothly and pleasantly, and enable it to produce its full effect.  Is the erection of a public building going forward in the neighborhood of your school?  You can make it a very fruitful source of subjects and questions to give interest and impulse to the studies of the school-room.  Your classes in geometry may measure, your arithmeticians may calculate and make estimates, your writers may describe its progress from week to week, and anticipate the scenes which it will in future years exhibit.