ity 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 connexion 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.

Suppose, for example, while the question between the General Government
and the State of South Carolina, was pending, and agitating the whole
country, almost every one looking, with anxious interest, every day, for
intelligence from the scene of the conflict, that the teacher of a
school, had brought up the subject, at such a general exercise as has
been mentioned. He describes, in a few words, the nature of the
question, and, in such a manner, as to awaken, throughout the school, a
strong interest in the result of the contest. He then says,

"I wish now to make you all more fully acquainted with this case, and
the best way of doing it, which occurs to me, is as follows:

"There are several studies in school, which throw light upon this
controversy; especially History, Geography, and Political Economy. Now,
I shall take the classes in these studies, for a day or two, out of
their regular course, and assign them lessons which relate to this
subject, and then hear them recite in the General Exercise, that you may
all hear. The first class in Geography m