and such constrained and formal efforts never do any good.

Let, then, every thing which you do in reference to this subject be done
with proper regard to the character and condition of the youthful mind,
and in such a way as shall be calculated to _interest_ as well as to
_instruct_. A cold and formal exhortation, or even an apparently earnest
one, delivered in a tone of affected solemnity, will produce no good
effect. Perhaps I ought not to say it will produce _no_ good effect, for
good does sometimes result as a sort of accidental consequence from
almost any thing. I mean it will have no effectual _tendency_ to do
good. You must vary your method, too, in order to interest your pupils.
Watch their countenances when you are addressing them, and see if they
look interested. If they do not, be assured that there is something
wrong, or at least something ill-judged or inefficient in your manner of
explaining the truths which you wish to have produce an effect upon
their minds.

That you may be prepared to bring moral and religious truths before
their minds in the way I have described, your own mind must take a
strong interest in this class of truths. You must habituate yourself to
look at the moral and religious aspects and relations of all that you
see and hear. When you are reading, notice such facts and remember such
narratives as you can turn to good account in this way. In the same way,
treasure up in your mind such occurrences as may come under your own
personal observation when traveling, or when mixing with society.

That the spirit and manner of these religious exercises may be the more
distinctly understood, I will give some examples.

Let us suppose, then, that the hour for closing school has come. The
books are laid aside; the room is still; the boys expect the few words
which the teacher is accustomed to address to them, and, looking up to
him, they listen to hear what he has to say.

"You may take your Bibles."

The boys, by a simultaneous movement, open their desks, and take from
them their copies of the sacred volume.

"What is the first book of the New Testament?"

"Matthew," they all answer at once.

"The second?" "Mark." "The third?" "Luke." "The next?" "John." "The
next?" "The Acts." "The next?"

Many answer, "Romans."

"The next?"

A few voices say faintly, and with hesitation, "First of Corinthians."

"I perceive your answers become fainter and fainter. Do you know what is
the last bo