the upper part of the leg being extended without rigidity, and the trunk kept free from motion, but inclined gently forward; the arms are allowed to hang naturally by the sides without any muscular action, and the fingers are closed; the right arm, and to a greater extent its fore-arm, are put forward with the left leg and foot, and in like manner the left arm with its forearm, with the right leg and foot; and so on alternately. Few people, even of those who are well formed, possess the boldness and the dignity requisite for a proper style of walking; it is necessary therefore to learn to walk like men. EXERCISE 7. The words of command are :1. Forward! 2. Ordinary step! 3. Walk! At the word of command, Walk; each pupil starts with the right foot, and performs the motions of walking, which we have described in the preceding paragraph. All the steps should be equal in length and in velocity; the length of the step being of course proportional to the height and the shape of the pupil; as to the velocity of the steps, they should be gradually increased in this exercise, from 76 to 140 per minute. It is not necessary in these lessons to give instructions in the back step the oblique step, the side step, &c. Teachers of gymnastics can supply the deficiency to those who require farther instruc tions. RUNNING. The exercise of Running held the first rank in the gymnastics of the Greeks and the Romans. It commenced the memorable In commencing the exercises, the pupils are arranged in one or more lines at the full distance from each other. EXERCISE 8. The words of command are: 1. Uniform Running! 2. In position! 3. Start! At the words In position, the pupil stands with the left foot about twelve inches in advance of the right, bending slightly forward on the leg thus placed in advance, and stretching without stiffness the hind leg; he then gently bends the body forwards, keeping the shoulders back, and the elbows behind the trunk; the hands closed, and the nails towards the body at the height of and near to the haunches. At the word Start, toe or fore-part of the foot, so as to give lightness and elasticity the pupil puts the right leg forward, treading lightly on the to the step; the fore-arms and the fists are thrown gently and alternately forwards, so that the left arm performs its motion with the right foot, and vice versa. The trunk moves forwards without any motion of its own, and the head is kept upright. He puts the left leg forward in the same manner, and thus carries on the exercise alternately with each of his limbs; in short, the most perfect accordance must exist in the motions of the upper and lower extremities, fig. 20. The pupils are thus made to perform races in a straight line, in a curve, in various directions, winding, at right angles, zig-zag, &c. LEAPING. The exercise of leaping, like that of running, was included by the ancients among the exercises of the Palestra. It made a part of the Pentathlon, a name which the Greeks gave to the union of five exercises which manifested at once power, velocity, and agility; these were leaping, throwing, running, wrestling, and boxing. This was a mixture of exercises denominated heavy and light; and no one received the prize due to the Pentathlos, unless he excelled in all of them. The Greek athletae, champions or prize-fighters, who practised leaping, performed the exercise not only with light weights in their hands, but they their shoulders; and sometimes they affixed them to their feet. placed heavy weights sometimes on their heads, sometimes on games called Olympic, the names of which alone have escaped the ravages of time. This exercise is as natural as that of walking; and the savage, deprived of the means of locomotion with which civilized nations are furnished, astonishes the traveller by the rapidity of his running, whether it be in the attack and pursuit of his prey, or in his flight from impending danger. Running is coeval with the first race of men. Man then exercised it no doubt in preserving himself from the teeth of ferocious animals. After the flood also, he exercised it in the chase after the weaker animals whether for food or sport; and Nimrod the Babylonian is described as the "mighty hunter" of ancient times. Running was held in such high esti-Others, no doubt with the intention of learning to preserve mation among the Greeks, that Homer, in his Iliad and Odyssey, and Pindar in his Odes, seem to delight in their description of this exercise by the praises which they lavish upon the runners. Homer indeed applies to the hero of the Iliad, the redoubtable Achilles, epithets which indicate his swiftness of foot, and surely he would not tarnish the glory of his hero by attributing to him a quality which was not held in the very highest estimation. In our day, however, such a quality in a soldier would only imply a te dency to fly at the sight of battle; so much do manners change and the people change with them. The effects of running upon the animal system differ according to the velocity of the runner, the length of his steps, the nature of the ground, and the duration of the exercise. Its principal effect is to increase the contraction of the muscles, and consequently the circulation. In rapid running, the respiration is very much affected, the chest undergoes its greatest development, and receives the largest possible quantity of air; after the exercise has been conducted with great force, the breathing becomes short and quick, the heart beats violently, and all the natural functions become too active to admit of continuance in their excited state. Running, properly directed as an exercise, gives a favourable impulse to all the viscera of the frame, and disposes them to perform readily all their natural operations; and has a direct and powerful influence on the respiratory organs, which it wonderfully developes. But when running is performed with violence, it produces deep impressions of a serious nature; and therefore it is absolutely necessary that this exercise should be conducted by the pupils under management, in a very slow and progressive manner, and with great caution as to its duration and velocity. Foot races are two-fold, that is, the exercises of the pupils are intended to produce habits either of resistance or of velocity, either of duration or of speed. Those of duration consist in running an indeterminate distance with a velocity equal, uniform, and measured. Those of velocity, consist in running an appointed distance with the greatest possible speed. their equilibrium, leaped upon leathern bottles full of wine, and well oiled. To travel up an inclined plane, without edge or border on either side, upon a ball or sphere, was an exercise in preserving equilibrium, reserved for more modern times, There are various kinds of leaping exercises; we only describe here the most useful; horizontal leaping; leaping upwards; leaping downwards. The other exercises in this department are only combinations of these three. In general, leaping is effected by the flexure or bending of the lower extremities, and then their sudden and violent extension, the upper extremities performing only a secondary part in the operation. It is in the exercise of leaping with the pole, that the arms become more active; and then their energy is as much called into play as that of the legs. EXERCISE 9.-The words of command are:- 3. Two! 4. Three! At the first words of command, the pupil brings his feet together, particularly at the toes. At the word, One, he slightly bends his legs, and throws his fists forwards to the height of his shoulders, in the direction in which the leap is to to made; he then raises himself erect. At the word, Two, he repeats the same movement. At the word Three, he still performs the same movement, but instead of raising himself erect, this time, resting his whole weight on the points of his feet, he, by a sudden and violent extension of his arms and legs (or leap), clears the appointed space, lights upon his toes, throws himself down upon all the joints of the lower extremities, quickly raises himself up, and replaces his arms in their natural position. In this exercise the arms should be thrown forward, before putting the legs in motion, and taking the spring upon the toes. Fig. 21. The downward leap is one of the most useful, difficult, and dangerous of all. It requires much application and study, and must be performed at first, with vertical distances, or depths, very small, and differing from each other by insensible degrees; and the pupil should not be allowed to perform the greater leaps until he has been well accustomed to the smaller. As a general principle, a pupil should never be made to leap a greater vertical distance than three times his own height. EXERCISE 10.-The pupil being raised on a bank, a table, a platform, &c., the words of command are : 1. Downward Leap! 2. One! 3. Two! 4. Three! The idea of permission may be so reduced as to leave merely the "It may be true, but I can hardly believe it." Yet the tacit reference to external causes is not lost. You might aid me, if you would. At the first word of command, the pupil closes his fingers, and brings his toes together. At the word, One, he bends himself down as low as possible, raises his fists as high as he can, and then resumes his original position. At the word, Two, he repeats this movement. At the word, Three, he begins the same movement, and instantly, by a sliding motion, causes his feet to leave the place where they are resting; he now descends the vertical distance, at the same time raising his hands above his head as fast as he reaches the ground. During his descent, his body and legs must resume the position of a straight line, in order that he may be ready to bend his legs again whenever his feet touch the ground. At this instant, his hands having reached their highest elevation, the pupil throws himself down upon all the joints of the lower extremities; he then instantly raises himself, and replaces his arms in their natural position. During the leap downwards, the body It is hardly correct to describe may as a present and might as a and the legs take successively three positions: a complete past tense. "I might go, if he came " "I may go, if he comes flexure at the moment of starting, an extension of the trunk here might implies the present as much as may. Both indeed and legs in a straight line, and a flexure of the lower extremi-denote a present possibility, but a future and contingent act. “I ties when the feet reach the ground. Whatever the height or may go "I will go" are forms pretty nearly free from conditions depth of the leap may be, the motion of the flexure or bending of time or manner, that is, they approach to absolute forms. The of the legs is always the same; as to the power or strength of other epithet, namely "conditional," is more suitable than the term flexure, this must always be kept proportional to the depth of past. the leap. Fig. 22. The pupil must be made to understand Conditional. this rule, in order to enable him to avoid the accidents which I might &c. might arise from this exercise, so important and so difficult in a physical point of view. A visit to Madeira might restore his health. Absolute. In what are called "the Auxiliary verbs," namely shall, will, may, can, &c., the third person singular has no specific termina EXERCISE 11. The upward leap. The words of command tion; e. g. are: 1. Leaping upwards! 2. One! 3. Two! 4. Three! At the first word of command, the pupil shuts his fingers and brings his toes together. At the word, One, he bends his legs and throws his fists to the height of his shoulders in the direction in which the leap is to be made. At the word, Two, he repeats this movement. At the word, Three, he performs the same movement as that directed in No. 4 of Exercise 9. The force of the motion of extension in the legs must be quick and sudden, and proportional to the height to be cleared. Fig. 23. EXERCISE 12.-Horizontal leap with a run. In the performance of this exercise the pupil is placed about fifteen paces from the place where he is to take the leap. He then practices individually and without the word of command. He takes the position previous to the run, starts quickly from that position, and reaches the place which he must clear; he next presses firmly, but instantaneously on the ground with that foot which first reaches the point of starting, and throws himself forwards, raising at the same time his fists as high as his shoulders, and in the direction of the leap; he thus clears the space, and reaches the ground, first bending the lower extremities as before, then rising up, and assuming his first position. Fig. 24. EXERCISE 13.-Upward leap with a run. This exercise is performed in the same manner as the preceding one, with this difference, that the direction of the fists must be the same that the body is to take in leaping, in order to clear the obstacle. Fig. 25. He shall, he will, he may, he can love. May and might enter into combination with parts of be and have, as well as with parts of ordinary verbs; e. g. I may have; I might have; I may be, I might be; I may love; I may have taught, I might have sung; I might read. Can, from the German können, to know, to be able, and connected with our cunning, that is skill, and our king, that is the man who has power in virtue of his knowledge, signifies inherent power, specially arising from knowledge. The idea is generalised; any internal power or faculty, and so instinctive faculties, are expressed by can; e. g. The bird can fly. The dog can bark. The fish can swim. Still farther is the idea carried so as to embrace ability of any kind; e. g. I can shoot that deer. The child can walk alone. Of even inanimate objects may the term can be used, though by no means generally; e. g. It can not be that you have committed a theft. The absolute form can becomes in the conditional form could; e. g. I can be ; I can have been; I could be; I could have been; I Could you let me see the newspaper? These verbs, namely be, have, can, may, shall, will, are commonly called Auxiliary verbs, since by their aid (in Latin auxilium) the ordinary verbs are formed or conjugated. If you will look a little more closely into the import of these that are called auxiliary verbs, you will find that like must and let, they do not express an act of their own, so much as qualify the act expressed in another verb; e. g, I may love, I can love, I must love. As then their function is to qualify the verbs with which they are connected, they may receive the name of qualifiers, or qualify. ing verbs; they might be called modal verbs, since they express the mode or manner of an action. The verb must has but this one form. Coming from the German müssen, must denotes necessity; e. g. "Can you sing?" "Yes, but I must not, my medical man has forbidden me to sing." Must combines with parts of be and have; e. g. The child must be well educated. The man who did that must have been mad. The ship must be put about. Let, from the German lassen, to allow or permit, presents its primitive and independent force in the phrase to let, as, "this house (is) to let." Let signifying to allow is illustrated in this example. "Pharoah said, I will let you go." (Exod. viii.) Let may express a request; e. g. "Let me not wander from thy commandments." (Ps. cxix, 10.) Let also expresses a command; e. g. "Let that bird alone." Ought is a past form of the verb to owe. To owe formerly signified to be under an obligation; e. g. "A son owes help and honour to his father." Holy Day. In its original meaning owe (the same as own) meant to have, to possess. What a man has or possesses is his own, hence to owe came to signify what is now signified by our verb to own. A general sense of obligation is now expressed by ought, as "you ought to go," the present form in this acceptation having become obsolete. Dare, connected with the German dürfen, has for its past form durst, also dared. Dare qualifies the verb before which it stands no less than may; e. g. I may say I dare say I can say Hear you this Triton of the minnows? mark you, His absolute shall? O good but most unwise patricians, why, You grave but reckless senators, have you thus Given Hydra here to choose an officer That with his peremptory shall, being but The horn and noise o' the monsters, wants not spirit To say he'll turn your current in a ditch And make your channel his ? And such a one as he, who puts his shall His popular shall, against a graver bench Than ever frown'd in Greece.-Shakspeare. (Coriolanus iii. 1) 1. Ward. We do no otherwise than we are willed. Gloces. Who willed you? or whose will stands but mine? His listless length at noontide would he stretch.-Gray. "I know not how long I shall owe (have) it.” (Beaumont and Fletcher.) "The ower (owner) of heaven." (Bishop Hall.) "The one ought five hundred pence." (Bible 1611.) Great joy was made that day of young and old And solemn feast proclaym'd throughout the land Shall scorn thy pale shrine, wandering near? And joy desert the blooming year.-Collins. Nedeliche (of necessity) I mote (must) doon (do) It, for wo to me if I preche not the gospel.-Wickliffe. "Can the rush grow without mire?" (Job. viii.) "The secret cause which brought Agesilaus to consent was the greatness of the debt which he ought."—North; Plutarch. "This we deny that the authority of such an extraordinary spirit was ever owned."-South. "I suppose that the lightness which is remarked in the coins of Edward VI. was owing to the embezzlement of this person."Walpole. "Now help me, lady, sith (since) ye may and can."-Chaucer. "Where then shall hope and fear their objects find? Must dull suspense corrupt the stagnant mind? Must helpless man, in ignorance sedate; Roll darkling down the torrent of his fate? Must no dislike alarm, no wishes rise, No cries invoke the mercies of the skies ?"-Johnson. "The folk wol wene (know) that thou for cowardise Thee fainest sick, and that thou dar'st not rise."-Chaucer. "And the fear of God fell upon that cyties that were rounde about them, that they durst not followe after the sons of Jacob."— Bible 1551. Genesis xxxv. Words with their proper prepositions. N.B. Continue to make each word into a simple sentence. We are not of those who rail against riches, and are clamorous for the annihilation of social distinction; we only protest that gold, coronets, and jewellery do not make the man, and that mental excellence is entirely independent of all such possessions. Enough on the head of mental independence, as one of the chief characteristics of intellectual excellence. This independence may exist without education, but we pass now to show that education, as another trait of mental excellence, is not regulated by social position. An uncultivated mind is to be deplored, wherever it may exist. Where there might be strength, symmetry, and beauty, there is weakness, disproportion, and deformity. Poverty may indeed contribute largely to the noncultivation of the intellectual powers, but we will have an opportunity of showing that it cannot altogether prevent their development and successful culture. That man is deserving of honour who has diligently trained his mind and filled it with useful treasures, amid the labours, turmoils, and anxieties incident to a life of poverty,-who has risen early, and trimmed his lamp at midnight, that he might feast on the luxuries of literature, or revel among the discoveries of science, -who has despised the vanities, pleasures, and excitement of a frivolous world, that he might hold uninterrupted converse with "the mighty dead, who rule us from their urns." Such a man carries a power along with him. He is appealed to in extremity, he is superior to circumstances which would harass and dispirit thousands of less noble minds. Inured to hardships, he knows nothing of the soft indulgences and ener vating felicities attendant upon a life with the thoughtless, the gay, and fashionable, who live for temporary enjoyment. Such men are generally, though not invariably, self-educated. Many and fierce have been the phillipics denounced against self-education, by some who have been favoured with more felicitous circumstances under which to acquire their own learning. We cannot join in this denunciation. We render honour to whom honour is due; and no small share is due to the humble student whose social disadvantages prevent him from treading the Academic grove, and listening to the profound prelections of the learned professor. Self-education is a manifestation of mental superiority; only noble and courageous spirits will succeed in it; they have not the stimulus which necessarily attends a collegiate life; there is no formal examination, no goading rivalry, no tempting prize; there is no time in such life when "Greek meets Greek," and hence the" tug of war" in such a case has no practical meaning. There must be, consequently, some powerful motive ever present in the mind of the private student. A noble ambition must animate him, and no common energy must be his who ventures into single combat with the intellectual chiefs, who, by the might of mind, have enthroned themselves as emperors of the domains of thought, and whose heads are enwreathed with the chaplets which willing contemporaries or admiring posterity has cheerfully awarded! While we laud every effort at self-cultivation, we do not run to the opposite extreme and condemn those who are regularly trained in college or university; for even there knowledge will never be acquired by miracle, and he alone will be ultimately successful who is content to labour with diligent perseverance. Many poor men have by the benevolence of patrons been placed under collegiate tuition, and fought their way through opposition, envy, and difficulty or every kind, until they have placed themselves beyond the power of their jealous and chagrined competitors. While others, by their superior social circumstances, have been enabled to enjoy all the luxuries of life and attend to all the calls of fashionable society, the poor protegé or self-supporter has been forced into studious retirement, and has there built up a mental force, incomparably more valuable and useful than the transient applause or evanescent excitement of haughty or fashionable circles. One very striking instance illustrative of those principles is given in the history of Erasmus. This man had to cope with no ordinary difficulties, and the issue of his struggles proves, in a most unanswerable manner, that intellectual excellence is independent of social position. "At the age of fourteen, he fell into the hands of dishonest guardians," who, after wasting his patrimony, compelled him to enter a monastery. Through his connexion with the bishop of Cambria, to whom he served as Latin secretary, he escaped the horrors of a monastic life, but in exchange, he entered upon a career of poverty and severe privation, wandering homeless and almost penniless in France, the Netherlands, and England. Still he panted after knowledge; he was an ardent admirer of the Greek language, a language less popular then than it is now, for in his day there were not wanting those who assumed the name of Trojans, as indicative of their hostility to Grecian literature; the established clergy were horrified at this innovation, and condemned the study of Greek, they clung with pertinacity to the stern Roman classics, and anticipated with grievous misgiving the introduction of the rival language. But time has proved that both can be cultivated with advantage; that Cicero, Horace, and Virgil will not be disgraced by the society of Demosthenes, Pindar, and Homer. So thought the humble and destitute Erasmus ; for, writing from Paris, he says:-"As soon as I get money I will buy first Greek books, and then clothes." Who does not see in this extract a desire for learning, which the cold hand of poverty could not annihilate. The money-lover affects great contempt for such a declaration; in his barbarous ignorance he demands the cui bono of such a choice, not knowing the thrilling joy of acquiring intellectual opulence, and its intrinsic superiority when compared with "filthy lucre." We can imagine something of the delight which would agitate the bosom of Erasmus, as he pondered the profound writings of the philosophic Plato, and indulged in his "longing after immortality;" or farther, he might be so overpowered, as to exclaim with Cato: "It must be so,-Plato, thou reasonest well!" We can also imagine the rapture to which he would be aroused in perusing the thundering orations of Demosthenes, and the lofty strains of Homer, the notes of whose lyre, shall be prolonged to the latest generation. The man who could converse with such writers was, in a certain sense, elevated above common wants; and on beholding his devotion to learning, we cease to wonder that he should prefer "Greek books" to all outward adornment. This man was afterwards designated by Luther," Decus nostrum, et spes nostra" (our glory and our hope). If we turn our attention to other countries, we shall find abundant proof of our proposition. We have seen what Erasmus, the student of Rotterdam, has accomplished. His case is by no means singular. We all know how we laughed over the ingenious fables of sop, and admired the wholesome lessons which they are designed to convey; yet this man was not affiliated to kings or nobles, he was a slave, but amid Another illustrious instance bearing upon the subject, is that These names hold a high rank in the world of literature; they are as the galaxy of the literary heavens, a galaxy upon which the latest posterity will gaze with rapturous admiration! Not one could boast that he "Deduced his birth From loins enthroned, or rulers of the earth;" yet the whole held a sovereignty in the realms of mind incomarably superior to the monarchy of nations. There is no form for the vocative; w, which is commonly used, is an interjection. The way to learn the article (the same remarks will hold good of the adjectives) is to repeat the parts first perpendicularly, d, rov, TY, TOV, &c., and then horizontally, as ò,, ro, until you are perfectly familiar with the whole. When you think you have mastered the task, examine yourself by asking "What is the accusative singular, feminine gender?" "What is the nominative plural, masculine gender?" &c.; and when you have given an answer from your head alone, consult the book, to ascertain whether you are correct. Finally, write out the article in full from memory. Indeed, spare no pains to make yourself master of the article. There is a special reason for this advice, since the terminations of the article are, in the main, the same as the terminations of the noun and the adjective. sions: the essential forms of two of these three declensions are I have already said that there are, in Greek, three declencontained in the article which you have just learnt: thus Learn these case-endings very carefully. You will then, as it were by anticipation, have acquired the chief forms of the first and second declensions. And observe, here, some general useful. These are signs or tokens of the feminine gender, facts, the recollection of which you will hereafter find very namely, n, ns, y, qv, ai, aiç, aç. These are usually signs or tokens of the masculine gender, namely, oi, ov, w, ov, oi, oig, ους. These are marks of the neuter gender, namely, ov, a. Then, in regard to the cases, observe that ç and ov are indications of the genitive singular; the iota subscript of the dative singular; of the dative plural; and wv of the genitive plural, |