ring 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.

By such means the practical bearings and relations of the studies of the
school-room may be constantly kept in view; but I ought to guard the