ss are
tired of addition; I must carry them on to subtraction, or give them
some other study. It would be equally unwise to keep them many days
performing example after example in monotonous succession, each lesson a
mere repetition of the last. He must steadily pursue his object of
familiarizing them fully with this elementary process, but he may give
variety and spirit to the work by changing occasionally the modes. One
week He may dictate examples to them, and let them come together to
compare their results, one of the class being appointed to keep a list
of all who are correct each day. At another time each one may write an
example, which he may read aloud to all the others, to be performed and
brought in at the next time. Again, he may let them work on paper with
pen and ink, that he may see how few mistakes they make, as mistakes in
ink can not be easily removed. He may excite interest by devising
ingenious examples, such as finding out how much all the numbers from
one to fifty will make when added together, or the amount of the ages of
the whole class, or any such investigation, the result of which they
might feel an interest in learning. Thus the object is steadily pursued,
though the means of pursuing it are constantly changing. We have the
advantage of regular progress in the acquisition of knowledge truly
valuable, while this progress is made with all the spirit and interest
which variety can give.

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
occur