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EXERCISE 54 (Vol. I., page 282).

received a letter which he wants to read.

als andere. 14. Emma ist ebenso verstäntig als Elisa. 15. Der Matrose 1. Will your son hold my horse? 2. He did hold it, but he has segelt morgen nach Amerika ab. 16. Trinken Sie Wein oder Bier? 17. 3. How has this boy Ich trinke weder Wein noch Bier, ich trinke immer Wasser. 18. Gustav behaved? 4. He has behaved well; he has carried my umbrella. 5. gab tem Knaben einen Thaler, um Kohlen für seine Mutter zu kaufen. 19. The Russians have found a brave hero. 6. The Germans have invented Pennsylvanien ist ein reicher und blühenter Staat in den Vereinigten many useful arts. 7. This beggar has stood an hour at the door; he Staaten von Amerika. 20. Sie ist gerade wie ihre Schwester. 21. Gieb has not understood me. 8. Has this bootmaker time to make me a dem Knaben noch einige Pflaumen. 22. Ich habe keine mehr. 23. Das pair of boots ? 9. He has no time to make you boots, he has pro- Märchen vergeß Freudenthränen, als sie ihre Mutter sah. 24. Diese mised too much to others. 10. Has the peasant more coffee to drink than bread to eat? 11. He has bread enough to eat and water to drink; Waare ist billig, und das Muster derselben ist schön. 25. Mein Freund but he has no coffee. 12. Have you the same books which my neigh. hat einen neuen Winterrock gekauft. 26. Dieser Kaufmann schickt seine bour has had ? 13. Has the sailor answered his brother? 14. No, I Waaren auf einem Wagen in tie Stadt. 27. Wollen Sie morgen einen have answered his letter. Spaziergang machen? 28. Es ist unmöglich.

EXERCISE 55 (Vol. I., page 282).

1. Sie haben die Fremten mir und Ihnen empfohlen. 2. Es wohnt in Neapel einer meiner Freunte, ich werde ihn an Sie empfehlen. 3. Einer meiner Freunde, welchen Sie bei mir gesehen haben, hat Amerika bereist, und mir einen Brief geschrieben, in welchem er seine Reise beschreibt. 4. Ein Mann von Ehre erniedrigt sich vor Niemanden, in welcher Lage er sich auch befinden mag. 5. Erhielten Sie die Neuigkeiten vor uns? 6. Ich erhielt fie nach Ihnen; die ganze Nachbarschaft wurde auch davon unterrichtet, als wir Ihren Brief erhielten. 7. Die Kinder versprachen dem Vater, gehor. sam zu sein. 8. Vortheile können aus dieser Grfiutung entspringen, welche Niemand berechnen kann.

EXERCISE 56 (Vol. I., page 282).

1. Does your father not go out to-day? 2. He has already gone

out; he has risen this morning very early. 3. Where has he gone to? 4. He has gone to his neighbour; he will go into the country. 5. Where will you go to? 6. I must go into the market, in the garden, and to the well. 7. His friend has written to him that he has arrived in America. 8. When did you begin to learn German ? 9. I began to read six weeks ago. 10. When will you begin to learn French? 11. I have already begun to read, and shall soon begin to speak. 12. Will you do me the favour to light a lamp? 13. I will do it with the greatest pleasure. 14. Has the servant already made the fire? 15. No, she has not yet made it.

EXERCISE 57 (Vol. I., page 282).

1. Wollen Sie die Eüte haben, mir diese Wörter auszusprechen? 2. Sprechen Sie gut aus? 3. Ich glaube ich spreche gut aus, aber mein Bruter spricht besser aus. 4. Manch einer unschuldigen Seele ist turch Lesen schärlicher Bücher geschadet worden. 5. Der Sturm hat die Gesell schaft in ihrem Vergnügen gestört, und das Haus zerstört. 6. Ich habe Zeitungen zu lesen, und Briefe zu schreiben. 7. Die Leute, welche das Haus in Brand steckten follten gestraft werden.

EXERCISE 58 (Vol. I., page 283).

LESSONS IN ENGLISH.-XXVII.
GREEK STEMS (concluded).

UNHAPPILY, there prevails a certain disesteem of verbal studies. Words and facts are put into broad contrast, if not into contradiction, and, with much self-satisfaction, men, especially young men, declare that for their part they prefer realities to sounds. The contrast is a creation of the imagination. In making it the basis of your conduct, you stand on a sound not a reality. Words are the signs of things. Words are the tickets which by one sound or two sounds make known the qualities of things. Words are the church bells which announce facts to the whole parish. As no bell, no service; so no word, no idea. And if you have an idea, you cannot be sure of retaining that idea, still less can you be sure of turning that idea to any good account, until you have found form and pressure for that idea in a suitable word. It is its clothing which makes an idea recognisable. It is its clothing which makes an idea presentable. Bearing a certain mark and likeness in a word, you can look at your thought; you can turn it over and over; you can subject it to microscopic inspection; you can ring it to ascertain if it be "good;" you can weigh it to ascertain if it has been clipped or "sweated;" you can compare it with similar or different tokens; you can even toss it into the crucible and reduce it to its elements. Yes, words are the signs and the representatives of realities. If you would have knowledge of realities, you must not neglect the knowledge of their tokens and equivalents.

Greek Words. Pronunciation. Νέος

Φυτος

Νόμος Αστρον

Νόσος

Οικειν

Παρα Αλλήλων

Ολιγος

Όρνις

Παις

1. Will you have a pattern from this cloth or that ? 2. I will have neither. 3. We will give him a dollar for each of the two men. 4. Do you drink wine or beer? 5. I drink neither wine nor beer (or, I drink neither). 6. You are right in having done this. 7. Is John right in remaining out so long? 8. No, he is wrong, as he has to learn his exercises. 9. How much cloth does little Frederick require for a summer coat? 10. He requires just as much as for a winter coat. 11. The state of Pennsylvania furnishes just as much coal as the whole of England. 12. Does not Gustavus work quite as much as his brother Hermann P 13. Little Eliza gave her sister Paulina just as many plums as her friend Emma. 14. Have not our neighbours a garden yet? 15. No, they have not one yet. 16. Shall you still remain a long while in the country? 17. I shall still remain a short time, and my friends also. 18. Are you going to take another walk to-day? 19. No, because I must still work. 20. The tears of joy of the long- XpOTOS separated friends affected the hearts of all spectators. 21. Can you not sell these goods cheaper? 22. It is quite impossible. 23. You must do this differently. 21. What can I do otherwise? 25. You can speak and act differently. 26. I shall visit you, if you allow it. 27. He narrated this affair quite differently. 28. It makes a difference whether I write, He is "learned," or "empty."

EXERCISE 59 (Vol. I., page 283).

1. Sat ter Lehrer das Papier eter das Buch weggenommen? 2. Er bat Veites weggenommen; denn Beides gehört ihm. 3. Beite Stätte liegen an schiffbaren Flüssen. 4. Sie mögen eine jede Richtung nehmen, da sie so weit fertgeschritten sind. 5. Ein großer Theil des Landes in Amerika ist nach unangebaut. 6. Derjenige, welcher den Zweck will, muß auch das Mittel wellen. 7. Das Dampfschiff, Rhein, ist soeben nach Holland abgese gelt. 8. Eic irren sich völlig, wenn Sie sagen, daß Sie jete Schwierigkeit ganz überwunden haben, wo nicht, so würte alles, was Sie vorgegeben haben, richtig sein. 9. Welcher von uns hat Recht, ich oder er? 10. Sie haben Beite Unrecht. 11. Es ist etwas ganz anderes zu sagen, daß er unwohl sei, und in Folge dessen nicht kommen könnte. 12. Ich werte nicht mehr taven frrechen, denn ich habe bei genauer Untersuchung gefunden, daß er weder hab. süchtig, noch verschwenderisch ist. 13. Sie halten sich selbst nicht für besser

Παθος
A (negative)

Αντι

Πέντε

ne'-os phu'-tos

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nom'-os as'-tron nos'-os

an allotment

nom

astronomy.

a star

astro

astronomical.

disease

noso

nosology.

oi'-kein par'-a

to dwell [side ochi

parochial.

beside,i.e.,by the para

parallel.

al-lee'-lone

of one another

allel

parallel.

ol'-i-gos

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as new light, on the ground that what is old is more likely to be true than what is new, and that what is new may be fanciful.

"They endeavour, by a sort of neology of their own, to confound all ideas of right and wrong."-Boothby, "On Burke."

Neos supplies also the first syllable to neophyte, ono newly bern, or created anew by grace, a convert.

"In effects of grace, St. Paul makes a difference between those he calls neophytes-that is, newly grafted into Christianity--and those that are brought up in the faith."-Bacon.

In 1 Tim. iii. 6, the Greek word veopurns (ne-o-phu-tes) is rendered novice.

Astronomy, from the Greek words in the preceding list, means the allotment or distribution of the stars into classes, and not the laws of the stars, which is a modern idea.

In the word parochial, the original form of the Greek root is seen better than in parish; which, however, is of the same derivation. Parish, from mapoikia (par-oi'-ki-a), a division, a district formed of persons living together, takes its English form from the French paroisse. Blackstone defines a parish as "a circuit of ground committed to the charge of one person, or vicar, or other minister having care of souls therein."

Parallel speaks of things that are, or run, by the side one of another. Two lines are called parallel when they are drawn equally distant from each other in all their extent.

"Yet shall this graceful line forget to please,

If bordered close by sidelong parallels,

Nor duly mixt with those opposing curves That give the charm of contrast."-Mason.

it is the centre of the empire, and the seat of its central government. So marked an instance of the departure of a word from its primitive meaning may teach you how cautious you should be in the etymological study of words, and how necessary it is in such studies to call in the aid of history and general knowledge.

Our word pyre is from the Greek word up, pronounced pure. "When his brave son upon the fun'ral pyre

He saw extended, and his beard on fire."-Dryden. From pyr and latreia (Aarpeta, worship) is formed pyrolatry, or fire-rorship, and from the same, with manteia (Gr. divination), is formed pyromancy, or divination by fire.

"Divination was invented by the Persians, and is seldom or never taken in good sense; there are four kinds of divination, hydromancy, pyromancy, aeromancy, geomancy."-Ayliffe.

These four kinds you ought now to be able to make out for yourself, if I tell you in addition that ger is the Greek for air, the two terms being different forms of the same word.

From pyr we have also pyrotechnics, the art of making fireworks. Pyramid is derived from the same, as appears from the following instructive quotation:

"The seven pyramids that are become wonders of the world; which in how long a time and with what difficulty they were brought up so high, Herodotus sheweth; towers they be, erected to such an height as exceedeth the handywork of man; of a huge breadthe in the bottome, and rising to a most sharp-pointed top; which figure in geometry is tearmed pyramis, for that [like] to the form of fire, it cometh to be small in the head, in fashion of a cone or pine-apple.”— Holland.

Sarcophagus, or flesh-devourer, the Greek name for coffin, had

In the relation of such lines, the idea of equality is obviously its origin in the fact that a stone (alumen schisti) was employed involved; whence, to parallel is to equal.

"Tell me, gentle boy,

Is she not parallelless? Is not her breath Sweet as Arabian winds when fruits are ripe ?"

Beaumont and Fletcher.

But parallel lines are opposite to each other; hence para, from signifying side by side, came to signify opposite, contrary to. Thus a paradox is something opposed to common opinion; and a paralogism is an unsound argument.

"In their love of God men never can be too affectionate; it is as true, though it may seem a paradox, that in their hatred of sin, men may sometimes be too passionate."-Sprat.

"If a syllogism agree with the rules given for the construction of it, it is called a true argument; if it disagree with these rules, it is a paralogism or false argument."-Watts.

The idea of equality may lead to the idea of general excellence or even of superiority; accordingly, the word paragon, which we derive through the Italian, signifies something supremely excellent, a model.

"An angel! or if not,

An earthly paragon."-Shakespeare. Division, too, is implied in equality, and so paragraph in a book signifies a division. A paragraph is a portion of writing consisting of one or more, generally several, sentences.

for the purpose, which had the quality of accelerating decomposition. According to Pliny, bodies put into such coffins were, except the teeth, totally destroyed within forty days. Perhaps from religious considerations the Greeks took means to hasten the breaking up of the frame, as is instanced in their practice of burning the dead.

Strophe, which properly signifies a turning, was the portion of a song which was sung in the Greek theatre while the chorus moved from one side of the stage to the other; when they began to move in the opposite direction, they sang the antistrophé, or opposite strophé.

To some it may not appear that enthusiast comes from Geos (the'-os), God; in the Greek original, however, the derivation is clear. Enthusiasm, according to its derivation, denotes the presence of God in the soul, and enthusiast was one who had God in his soul. Hence, anciently, enthusiasm was the same as inspiration. By degrees the word fell into bad odour, as may be seen in these words:

"I mean enthusiasm, which, laying by reason, would set up revelation without it. Whereby in effect it takes away both reason and revelation, and substitutes in the room of it the ungrounded fancies of a man's own brain, and assumes them for a foundation both of opinion and conduct."-Locke.

"I call that by bookes and chapters which the Greeke book divideth The word is, however, also taken in a good sense, and then has by chapters and paragraphes."—Ascham.

These illustrations of the applications of the Greek preposition para may serve to assist the student in forming a correct acquaintance with the nature and power of language. Let him endeavour for himself to ascertain the acceptation of other forms of para, as paradigm, paraphrase, etc., and let him not confound with such forms the words paradise and parade. Of these the former is of Persian origin, and signifies an enclosure, a park, a garden; and the latter is of Latin origin (from paratum, signifying prepared), and comes to us through the French, denoting preparedness; hence, proof of preparedness; and hence again, show and display, such as soldiers on parade present.

The word metropolis, literally mother-city, originally had reference to the Greek system of colonisation, and was equivalent to our term mother-country-that is, the country to which each colony belonged. Properly, then, metropolis is the mother-country (in German, father-land), and the counterpart was colony. Here, metropolis retains its etymological signification, for Athens, for instance, was the mother of the colonies she planted. But now the metropolis of England, namely, London, stands in no strictly maternal relation to the provinces or even to the colonies of the empire; and its claim to bear the name metropolis arises almost exclusively from the fact that

for its inferior partner fanaticism :-

"He comes! he comes! the saviour of the land!
His drawn sword flames in his uplifted hand,
Enthusiast in his country's cause."—Logan.

Zoology is the science of life, that is, of animal life, as may appear in the quotation :

"Zoology is the noblest part of natural history, as it comprehends all sensitive beings, from reasonable man, through every species of animal life, till it descends to that point where sense is wholly extinct, and vegetation commences."-Pennant, "Eritish Zoology."

Azote, literally life-less, is also the name of the gas called nitrogen, in which animal life cannot be sustained.

The Greek a privative is found in several other words which form part of our language. It appears in azymes, mentioned in the "Donay Bible," of which the New Testament was printed at Rheims in 1582, and the Old Testament at Douay in 1610. The word is made up of a (a), not, and (vun (zu'-me), leaven. I subjoin several translations of the words found in Matt. xxvi. 17

"In the first days of therf loaves."-Wielif, 1380. "The fyrst daye of swete breed."-Tyndale, 1531. "The fyrst daye of swete breed."-Cranmer, 1539. "On the fyrst day of the feast of enleavened bread."-Geneva, 1557.

"The first day of the Azymes."-Rheims, 1582.

"The first day of the feast of unleavened bread."-Authorised, 1611. The a privative is found also in asbestos (a, a, not; and σßevvvμai, sben-nu'-mai, I burn), literally unburnable. Asbestos is a species of fossil stone which may be split into threads and filaments from one inch to ten inches in length, very fine, brittle, yet somewhat tractable, silky, and of a greyish colour: also endued with the property of remaining unconsumed in fire. This stone is said to be found in Anglesey and in Aberdeenshire. Out of it the ancients made the cloth which is known under the same designation. By enveloping the body in a covering of asbestos, the ancients, in burning corpses, kept the ashes of the corpse separate from the ashes of the fuel, and so had the former for preservation in funereal urns.

EXERCISES IN COMPOSITION.

Words with their Prepositions to be formed into sentences.

Ballot for,

Banish from,

Bare of,

Bargain for,

Bear up, on, with,

Beguile of,

Believe in,

Belong to,

Bereave of,

Bestow on,

Betray to,

Betroth to,

Bigoted to,

Bind to, in, up, on,

Blame for,

Blush at,

Boast of,

Border on,

Brag of,

FOREIGN REPRESENTATIVES. Fr. ballotte, a little ball. Fr. bannir, to banish.

Sax. bare, naked.

Fr. barguigner, to hesitate, chaffer.
Sax. beoran, to carry.

Fr. guiller, to conceal.

Gr. glauben, to believe.

Gr. belangen, to belong to.

Sax. bereafian, to take away from.
Sax. bestandan, to give.
Fr. trahir, to betray.

Sax. treoth, fidelity.

Sax. bigan, to bow, to worship.

Sax. bindan, to surround with cord.
Fr. blamer, to blame.

Sax. blosen, to be red.

Welsh, bostio, to brag.
Fr. border, to edge.
Welsh, braggio, to swell.

EXERCISES FOR PARSING.

Gratitude is a virtue that is not much cultivated by man. This great change can hardly be effected without bloodshed. The general is described by those who know him as being destitute of military ability. It has seldom happened that a dynasty has been so universally condemned that none have been found to lift up their hands in its favour. The effect of the earthquake was felt at the Sandwich Islands. The fluctuations exhibited by these tables are highly significant.

"POPULAR EDUCATOR" CLASSES.

WE have been requested by some of our students to supply a few practical directions, with a view to facilitate the organisation of "POPULAR EDUCATOR" CLASSES. Young men meeting together, and comparing notes of what each in his own way has derived from his individual study of any particular branch of learning, is so powerful a means of impressing the details upon the mind and memory, and of stimulating to further activity, that students of the POPULAR EDUCATOR would do well, where practicable, to avail themselves of the opportunity of taking part in such meetings. The association of a convenient number of individuals engaged in one common pursuit is so mutually invigorating, that the strength and experience of the entire body becomes the property of each member. We cannot, then, but feel great pleasure in seconding the efforts of those who seek to turn to full practical account the means of learning which the POPULAR EDUCATOR places within their reach. The success which attends the enlightened schoolmaster-and here the POPULAR EDUCATOR itself is the schoolmaster-is foreshadowed in the wholesome spirit of emulation which he creates in his pupils. It is the special office of this work to supply the instructive voice of the living teacher, and those of its students who can conveniently form themselves into bodies or classes of mutual improvement will assuredly master its contents with greater ease. Study, when pursued in congenial society, becomes, moreover, a recreation rather than a labour, and the advantages which must result from proposed classes of this kind are too obvious to require lengthened comment.

The first two requisites to the formation of a "POPULAR EDUCATOR" CLASS are, the bringing into communication with each other a sufficient number of persons willing to join such a class, and the securing a convenient room in which to hold it. The preliminary of bringing together the members is easily arranged by means of a few bills and circulars.

It is, of course, very desirable that the means of establishing and carrying on a class should be attainable at a very trifling cost. The bills and circulars may be procured free of charge from the publishers of the POPULAR EDUCATOR, but the securing a room may in some cases present a little difficulty. It may, however, be fairly anticipated that in almost every parish in the kingdom there is some one or more persons of standing, whether it be the clergyman or others, sufficiently interested in the struggles of men honestly striving to educate themselves, who would be glad to provide a room for so laudable an object as that of mutual improvement. Let us assume that the room is ready and the first meeting called. A general chairman should be chosen, and leaders of particular classes selected, a few simple rules being adopted which common sense will suggest. The particular pages of the POPULAR EDUCATOR should be indicated as forming the subjects to be brought under review at the next meeting, and so on. And here, in order to put the matter as familiarly as possible, we will quote from a correspondent, a member of a "POPULAR EDUCATOR" CLASS, who writes as the result of his experience, that

"A 'POPULAR EDUCATOR' CLASS may consist of any number of members; but from twelve to twenty is a fair number for one leader to instruct. If more join, they should be classified according to attainments. Success depends mainly on securing from amongst the members a good leader, who is qualified to judge as to how far each student has made good his ground. The class should meet once or twice a week, as may be arranged, for about two hours, but it should be borne in mind that the actual studying is essentially home work; each meeting being held to test and examine the work done in the interval. The leaders being appointed to their office, their judgment should be respected; indeed, the members should consider themselves as boys receiving guidance and instruction from a master. As an instance of a method which may be conveniently adopted, take Arithmetic. Arithmetic can be taught either individually or collectively, but it saves time and trouble if the members are classified. At the meeting one or two rules, with the several examples thereunder, should be allotted for study at home, in which the students should be examined at the next meeting. And in this way, without multiplying instances, every subject of instruction embraced by the POPULAR EDUCATOR may be dealt with, the member most advanced in the subject taken up being chosen as the leader for that particular class."

The above will, it is believed, servo as a sufficient general guide to those who may wisely desire to form "POPULAR EDUCATOR" CLASSES. The natural good sense which will necessarily accompany any earnest effort of the kind will come to the assistance of those concerned, and suggest further what may be suitable in detail. And students of the POPULAR EDUCATOR are here advised that the publishers are prepared, at their own cost, to forward to them any number of printed bills and circulars which they may desire to be provided with, in order to assist them in establishing such invaluable means of mutual improvement as "POPULAR EDUCATOR" CLASSES cannot fail to afford.

We shall from time to time give our readers the benefit of any practical suggestions on this subject which may reach us from those who may think it of service to make known their own experience in the working of "POPULAR EDUCATOR"

CLASSES.

OUR HOLIDAY.

GYMNASTICS.-IX.

THE HANGING STIRRUPS.

THIS contrivance is well adapted to gymnastic exercise at home, and is also found occasionally in the public gymnasium, in combination with other arrangements. Sometimes the same purposes are answered by a hanging rope ladder; but, in the latter case, the elementary exercises are much the same as those we have now to describe.

The stirrups are fixed at the bottom of strong ropes, which are suspended by hooks from the ceiling of the apartment, if be a small one; or, if it be lofty, an horizontal beam supp on pillars is used for the purpose. By means of a constr of the latter kind, too, the stirrup exercises may be per in an open yard.

It is, of course, essentially necessary to ascertain that the hooks are very firmly fixed, and that the lines or ropes are strong; and the observations made with regard to the hanging rope in a previous paper will apply to these and all similar contrivances. It is equally important to see that the attachment of the stirrups is made secure by strong sewing and riveting. Where the apparatus cannot be obtained in a state ready for fixing up, but must be to a certain extent home-made, it is advisable to consult a saddle-maker as to the way in which the stirrups shall be attached. The inside of each stirrup, where the foot is placed, should be serrulated or made rough like a file, so that the foot may rest firmly upon it without slipping. The stirrups should hang at the height of about two or three feet from the ground.

1. The first position of the gymnast in the stirrups is shown in our illustration (Fig. 28). From this position he has a great variety of movement at command. He may commence by swaying to and fro, not in a negligent and slovenly manner, but with the chest well forward, shoulders back, the legs extended, and retaining their relative positions as at starting. He may thus gradually increase the distance of his swing until tired of the movement. The toes only should rest in Fig. 28. THE HANGING the stirrup, as shown in the engraving. STIRRUPS. 2. Now grasp the ropes lower down, at about the level of the shoulders, and extend the legs as far apart as possible, bringing them back to the standing position, and repeating the movement again and again, with gradually increasing rapidity. The hands may grasp the rope still lower, if you find it more convenient in continuing the exercise.

3. Standing as before, cross the legs one before the other, moving each leg at the same time, and bringing left and right forward alternately. Then perform the same crossing movement while swinging, and do so both at the moment when you reach the full stretch forward, and when you arrive at the backward limit.

4. Grasping the ropes at the level of the waist, bend the body downward, while you make a forward thrust with the feet, and swing, as it were, in a half-sitting and half-reclining position.

5. Holding the ropes at the height of the hips, lunge or stride forward with one leg as far as you can, while you throw the other backward; and make these forward and backward lunges with each leg in succession.

THE HANGING RINGS.

The

This is another simple but at the same time most useful arrangement for gymnastic purposes. Two large wooden rings, made like the hand-rings described in a former paper, are suspended by ropes from a ceiling or a beam; and these afford scope for a number of highly beneficial movements. height at which they hang should be just within reach of the learner, but the ropes by which they are suspended should be sufficiently long, and so adjusted, as to enable them to be raised or lowered at will, and according to the nature of the exercise.

The simplest of all movements with the rings, and at the same time one of the best, is (1) to clasp them in the hands, and swing freely forward and backward, or from side to side. The arms (2) may also be passed through the rings, and the learner may swing hanging by the armpits, as is shown in Fig. 29. He may next (3) swing hanging by the elbow joints-that is, placing the bend of the arm in each ring, with the elbow directed upward. This last is not so easy a position as either of those before mentioned; but it is not the less useful to practise Fig. 29.-THE HANGING RINGS. on that account.

4. Let the rings hang on a level with the chest; fix your feet on the ground, with the toes turned out, and, taking a ring in each hand, lean forward as far as possible without moving the feet, so that the position of the body then describes an angle. The legs must be kept perfectly straight while this exercise is performed; but the heels are raised, and the weight is thrown partly upon the toes. Now return to the perpendicular posi tion, and go backward as far as you can, resting upon the heels as you reach your limit.

Fig. 30.-LEG EXERCISES.

These exercises will be sufficient to point out the use of the hanging stirrups, and to demonstrate their great utility as a means of gaining muscular power. But there are many more, some of which we have already touched upon in connection with other apparatus, and some which may be adapted to the stirrups from the exercises next to be described. We have not space, nor is it necessary, to repeat the description of movements which may be as well performed with one contrivance as with another; but to those of our readers who can only command a limited range of apparatus, we recommend a careful perusal of the papers relating to any other similar kind, and that they should adopt and adapt for themselves whatever they may find sufficiently suitable and attractive.

5. Now let the rings hang at about a foot from the floor, and, taking them up in your hands, with the knuckles outside each ring, stand in the erect position; then incline gradually forward as far as you can without moving the feet, but resting, as you lean forward, upon the points of the toes, while the chief weight is thrown upon the rings. Keep the head well up, and the arms extended straight down, as you make this movement, which will bring out the muscles of the chest and the upper part of the body. Then go through the same kind of movement backward, arching the chest as much as possible when the body becomes extended.

6. Swing forward and backward with the rings at the shoulders, and the legs extended horizontally, as shown in Fig. 30. Keep the legs perfectly rigid at first, with the heels together and the toes parted; afterwards you may bend the knees upward, and then return the legs to the horizontal posi tion again, in quick succession. Finally, from the same hanging position, extend the legs as far apart as possible, and bring them together again, keeping the body perfectly straight meanwhile.

Other ring movements will be described in our next paper, in which we shall treat of the highly useful combination of ring and stirrup exercises which is known as the pangymnastikon.

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