In addition to these, all that is required is a rotatory swing, of which the above is a representation.  To make one, a pole eighteen or twenty feet long should be firmly fixed in the ground:  three feet of the but-end should be sunk, secured by sleepers to keep it steady:  it should be at least three quarters of a yard in girth at bottom, and taper gradually to the top to half that size.  An iron rim is to be driven on the head of the pole to keep it from splitting, and then a spindle at least an inch in diameter, with a shoulder, is to be fixed in it; an iron wheel with four spokes turned up at the end like a hook, to which four ropes are to be fastened, must then be made to revolve on the spindle.  As the ropes reach the ground, four children may take hold of them and run round until they bear the whole weight of the body on the arms; and this exercise will be found to strengthen the muscles, and give vigour to the whole frame.  In a large school there should be two swings of this kind,—­one for the girls, and the other for the boys.  The teachers must, however, be careful the first few weeks, to train the children to look about them:  this they are but little disposed to do, hence the most impressive manner should be adopted, and I will venture to say, should any injury be sustained by the children, the fault will not be theirs.  The effect of the instruction thus urged will be valuable in other cases; for a child, thus taught to watch against accident, will be careful in passing crossings, and going through crowded streets, and thus be likely to escape many dangers into which others fall.  This exercise may also be accompanied by instruction, as the children may repeat “The Cow,” or “The Sheep,” or any other lesson, as the measure of the time during which four may have the swing.  It will, moreover, afford an opportunity for detecting the selfishness of some children, by their wishing to keep the ropes too long, and the passion of others, from the vehemence with which they will insist on their rights; but, as on such occasion, both are to be forbidden to swing any more that day, they will soon learn to bear and forbear.

In the event of a child being thrown down from standing in the way, all the children should be placed in the gallery, and this one shewn them.  If it appear hurt, all will pity it; let then the question be put, How did this happen? and the answer will be, perhaps, “Please, sir, because he did not make use of his eyes.”  Here, then, is full opportunity to inculcate caution, and to inform and benefit the whole.  For example:  the master may say, How many senses have we?  The children will answer, Five. Master.—­Name them. Children.—­Hearing, seeing, smelling, tasting, and feeling. M.  Where are the organs of sight? C.  Here (pointing to the eyes). M.  Look at this child, and see if he has them. (Here an inspection will take place, the sufferer will look sheepish, and begin to perceive he has not made the best use