ed four ropes, with short bars of wood fastened to the end. The pupils take hold of these bars, and vault or step out in a circle, increasing their velocity by degrees, and bearing with all their weight upon the ropes. When at their utmost speed, they seldom touch the ground with their toes. Throwing the Javelin. The javelin is a tolerably heavy pole, shod at one end with an iron ferrule, or, if you prefer it, with a spike. To throw it, grasp it with the whole hand, so that only the but-end projects from between the fore-finger and thumb, and the other, or shod end, from the little finger; then poise the javelin nicely, elevate it to the height of the ear; draw your arm as far back as you can, and, lastly, hurl the javelin forward with all your strength. Climbing Trees. Summer is the proper season for this recreation, as the withered boughs may then be easily detected. Until some experience has been purchased at the expense of a few mishaps, low, stunted trees should be chosen for practice. The kind of wood and strength of branches must always be considered; and as the surface of the branches is either smooth, or moist and slippery, the grasp should never be relaxed for an instant. By practice, the climber becomes so expert that when the branches hang tolerably low, instead of scrambling up the trunk of the tree, by taking a short run and spring, he may seize a branch, swing himself up, and then proceed from bough to bough; or even from tree to tree, should they be planted close enough. THE EXERCISES FOR THE SCHOOL-ROOM. THESE exercises are such as can be performed in the school-room, and in classes. They are to be used in connection with the mechanical gymnastics, or where it is not convenient to arrange the necessary machinery for the latter, and particularly where the more mild and gentle exercises are preferred. Ling's System of Gymnastics. For the purpose of showing the practical working of the educational part of Ling's system, which has especially in view the preservation of health, and the prevention of many diseases, we have, with the author's permission, selected from the works of Dr. Roth the following illustrations and descriptions. It is a great feature in Ling's system, that it contains a part, consisting only of such gymnastic exercises as require no technical apparatus or machines. These exercises are called free, and are sufficient to produce the harmonious developement of body and mind. There is a class of free exercises in which a support is necessary; but then it is not that of any mechanical contrivance, but a living one, effected by a mutual apposition of the hands, arms, legs, etc., of the individual performing the exercises. The highly celebrated Greek gymnastics consisted, with but few exceptions, of similar free exercises; and the results which were produced by them on the population of Greece are a sufficient proof of their efficiency. The free exercises are divided into five classes: 1st, movements of the limbs on the spot, and without reciprocal support; 2d, movements from the spot without support; 3d, movements with support; 4th, wrestling exercises; and, 5th æsthetic exercises. Before we proceed to our practical illustrations of these various parts, we wish to impress the reader with the idea of a gymnastic movement. Gymnastic movements differ from movements in general in this—that though the latter require space and time, they do not require a determinate space, and determinate period of time, and degree of force. It is this definite amount of space and time in which the movement is to be done, as well as the determinate degree of force with which it is done, that enables us to influence the whole or a single part of the body in the manner necessary for the special purpose. To raise the arms from a hanging position in a loose, random way, without thinking, and to stretch them in the air, can have little corporeal effect, and certainly no mental one; but to stretch the arms in a manner and direction, and with velocity and force, all previously determined and exactly performed, and then to move the different parts, upper and forearm, hand, and fingers, precisely as determined and commanded this is a gymnastic movement. To learn to leap very far, or very high, it is not necessary to have special gymnastic instructions; but to leap gymnastically—that is, in a certain way, with the least possible expenditure of power, with great certainty and precision, with nice regard to distance, etc.--this is a matter calling for skillful and systematic instruction; and such a system constitutes rational gymnastics. Every gymnastic movement has, 1st, A commencing position, in which it begins, and from which the preceding movement originates. 2d, Intermediate positions, through which the whole or part of the body passes, and which lie in the direction of the movement from its commencement to its end, which forms 3d, The final position, in which the moved body, or part of the body, returns to a state of relative rest, and where the movement ceases. The fore-arm bent at a right-angle with the upper, is one of the intermediate positions; and the fore-arm forming an acute-angle is the final position. When the fore-arm is to be stretched, the previous final position is the commencing position, and the previous commencing position is the final one, the intermediate positious remaining the same in both. The arm is drawn from above, in order to show more distinctly the three positions. We have been obliged to enter into these details, that the reader may the better understand the exercises which follow. Fig. 2. Fig. 3. Fig. 4. Fig. 5. 11 The free exercises are usually done only by healthy persons, and in a standing position. We will suppose that the feet are placed in the fundamental position- that is, at a right-angle to each other, (Fig. 2.) From this position originate a great variety of others, in which the feet are always at a right-angle to each other. One foot remains in its original place, while the other is moved either sideways, forward, or backward. The length of the foot of the individual performing the exercise is chosen as a measure of distance at which the foot is to be placed from the other; in this way, we say, the foot at one, two, three, (or more,) distances-place. The diagram (Fig. 3,) shows the feet placed apart at one distance, Fig. 4 at two distances, and Fig. 5 at three distances. When we place the right foot at one, two, three distances forward, we have the various positions marked, 1, 2, 3, in the sixth diagram. When we choose the close position, in which the feet are placed closely together in their whole length, (Fig. 7,) as our commencing position, then the placing of the feet apart in one, two or three distances, is quite different, as illustrated by Fig's 8, 9, and 10; and the placing of I the right foot forward in the various distances is shown by the diagram, (Fig. 11,) where the right foot is placed forward in a straight line with the left, at the distances indicated by 1, 2, 3. By these instances, the reader will understand the importance of the commencing position; because, if this is not taken into consideration, and two persons are to perform, for instance, the movement expressed by the word of command, feet apart in two distances —place! 3 2 Fig. 6. |