Always explain everything as you proceed. Do not hurry the pupils through the exercise-they should understand one practice well before commencing anotherbut do not run into the opposite extreme of keeping them too long at one exercise, and thus give them a disgust for calisthenics. Long lessons are injurious to health, and tend to distract the attention rather than fix it. We consider an hour's exercise quite long enough for any one. Fig. 32. One. THIRD DUMB-BELL PRACTICE. Bring the hands up, with the fingers clenched, the knuckles being in front and in a line with the chin, the elbows close together in front of the chest, and the head kept well back, as in Fig. 29. Two. Separate the arms, carry them back with the fingers clenched in a line with the shoulders, the knuckles behind, the shoulders and head well back, the body inclining forward, with the elbows close to the side, as in Fig. 30. Fig. 33. These two motions are to be repeated from. two to one, and from one to two, before commencing three. Three. Dart the hands up in the air with a straight arm, the palms of the hands being in front, and the fingers pointing upward, as in Fig. 31. These motions are to be repeated from three to two, and from two to three, before proceeding to four. Four. Bring the arms gradually down to the side, so as to come to the first position, (Fig. 7.) All the motions of the first three practices are to be performed slowly, and with precision. Fig. 34 Fig. 5. bring it down FOURTH DUMB-BELL PRACTICE. The following exercises are to be performed quicker than the preceding ones-generally about three times as quick-great care being taken to make each pupil perform them separately at first. One. Bring the palms of the hands smartly together, with the arms as straight as possible over the head, as in Fig. 32; the body is to incline forward, and the head to be kept well back. Two. Separate the hands from above the head, and let them fall quickly to behind the hips, with a straight arm; the back of the hands being behind, and meeting each other; the heels are to be raised off the ground, so that the weight of the body rests upon the fore part of the feet; the head must be kept erect, and the shoulders well back, as in Fig. 33. These motions must be repeated, from two to one, and from one to two. When the pupil is in the second position, Fig. 33, the teacher gives the word "steady!" when the arms are to be gradually brought down by the side, and the "attention position" resumed. See Fig. 7. FIFTH DUMB-BELL PRACTICE. One. Close the fingers of both hands; then bring them to the front, so that the two thumbs may touch, and the knuckles be to the front; raise the right arm slowly, until it is perpendicular, as in Fig. 34, and then backward, as in Fig. 33, and finally let it hang by the side; repeat this exercise with the left arm, then with both together, Fig. 35, taking care to do so slowly and steadily at first, and afterward in quicker time. Two. Raise the hands slowly over the head, Fig. 35, and when they are perpendicular, bend the body over, until the hands nearly touch the feet, keeping the arms and knees straight; then raise yourself until you resume the position, Fig. 35, of the first motion, and bring the hands down to the side, Fig. 7, with the palms to the front. The attention of School Committees, Superintendents, principals of Academies, High Schools, and Teachers, is invited to the following valuable School Books, embracing some of the best and most reliable in the United States. NORMAL SERIES OF SCHOOL BOOKS PUBLISHED BY SHELDON, LAMPORT & BLAKEMAN, 115 NASSAU STREET, NEW YORK, STODDARD'S ARITHMETICAL SERIES, By JOHN F. STODDARD, A. M., President of the University of Northern Pennsylvania. COMPRISING THE JUVENILE MENTAL ARITHMETIC, 12 cents, 72 pp., for Primary Schools, to precede THE AMERICAN INTELLECTUAL ARITHMETIC, 164 pp., an extended work, designed for Common Schools, Seminaries, and Academies, 20 cents. STODDARD'S PRACTICAL ARITHMETIC, half-bound, which embraces every variety of exercises appropriate to written Arithmetic, 40 cents. STODDARD'S PHILOSOPHICAL ARITHMETIC, a higher work for Colleges and advanced Classes in Union Schools, Seminaries and Academies, 60 cents. This Arithmetic has neither Rules, Answers, nor Key. The first two numbers of the series constitute a complete treatise on the subject of Mental or Analytic Arithmetic. The last two are no less thorough in their treatment of Practical or Written Arithmetic. The series, as a whole, by a truly progeessive arrangement and classification of examples, including the various kinds and combinations in compound and complex ratios, or "Double Position," original methods of computing interest discount and percentage in all their variations, together with a variety of Algebraic exercises, is carefully designed to conduct the learner from initiatory stops, by an easy and gradually progressive system, to the more advanced attainments in Mathematical Science. The arrangement of "The Philosophical Arithmetic," without "Rules, Answers or Key,” in which the examples are met with in the same manner as in practical business life, is adapted to the use of advanced classes in all Schools where there is a desire to take an inde pendent course, and prove the scholars master of the subject. Such a work has long been solicited by the most able and prominent Teachers throughout the country. A whole volume of the most exalted recommendations of this series of Arithmetics, from the best Educators in all sections of the country, who have used them, can be shown. The following will be sufficient for the present purpose. TESTIMONIALS FROM THE STATE OF NEW YORK. NEW YORK CITY SCHOOLS. I have examined with much pleasure a work entitled "Stoddard's American Intellectual Arithmetic." It closely resembles in the nature of the exercises Colburn's Mental Arithmetic, a work that has met with the unbounded approbation of the ablest teachers in the country. I observe that Stoddard's contains many decided improvements on Colburn's; it is more systematic in its arrangement, passing from what is easy, more gradually to what is difficult; some very important omissions are supplied, and very considerable additions in Interest, Discount, Percentage, etc. I see that it is also adapted to Federal Money. It seems to me to be the best book on Intellectual Arithmetic now in use, and I hope for the good of education it will be used in every school where Arithmetic is taught. DAVID PATTERSON, M. D., Principal of Public School No. 3, and one of the Teachers of the Male Normal School. NEW YORK, July 26, 1853 After a careful examination of "Stoddard's Practical Arithmetic." I have no hesitation in pronouncing it a work of very superior merit. The brevity and clearness of its definitions and rules, its lucid analysis of every operation, and the great variety of its examples comprising almost every possible combination of arithmetical principles, render it one of the best books to discipline the mind of the scholar, in mathematical reasoning, I have ever seen. HENRY KIDDLE, Prin. P. S. No. 2. I entirely concur with Mr. Kiddle in his opinion of "Stoddard's Practical Arithmetic." I also concur with Mr. Kiddle in his opinion of "Stoddard's Arithmetic." I concur in the above. Principal P. S. 13. DAVID PATTERSON, Prin. P. S. 3. GEO. MOORE, W. S. 10. BROOKLYN SCHOOLS. Having submitted "Stoddard's Intellectual Arithmetic " to the practical test of the school room, we have no hesitation in expressing a strong preference for it over all Text-books on the subject. The author has taken a decided step in advance of those who have preceded him; and his labors are likely to do much towards popularizing a study, the importance of which as a mental discipline can hardly be over-estinated. The works formerly in use were deficient of systematic arrangement, were neither gradual enough in their transitions, nor sufficiently comprehensive and varied as regards their examples. Stoddard's on the other hand, is an eminently practical book; philosophical in its arrangement, natural and lucid in its analysis, original in its design, adapted at the commencement to the comprehension of beginners and carrying the pupil by easy inductive steps through the most complicated operations: it seems invulnerable to criticism, and leaves little or nothing to be accomplished by future authors on this subject. The examples are numerous and varied, embracing all cases likely to arise in business; and there are not less than fifty pages of questions capable of Algebraic solution. The Chapters on Percentage, Interest and Discount, are worthy of special commendation. In these the author has an entirely original plan, which enables the pupil to solve mentally, with perfect ease, questions which, without this drilling, few are able to manage even on the slate. In view of these striking and excellent features, we warmly commend Prof. Stoddard's work to all who are interested in the education of youth. S. C. BARNES, Principal P. S. No. 4. GEO. H. STEBBINS, Principal P. S. No. 12. JOSIAH REEVE, No. 8. F. D. CLARKE, J. T. CONKLING, DAVID SYME, A. B. CLARKE, 66 No. 3. No. 6. No. 5. CHAS. H. OLIVER, No, 13. E. C. SEYMOUR, B |