eased courage and greater activity. We generally
let four or five children come to a swing, and those that can seat
themselves first, are entitled to the first turn, for they are never
lifted on. In the anxiety to get on the swing, some of them will
perhaps get out of temper, especially those who are not disciplined;
but when this is detected they are not allowed to swing that day,
which soon makes them good-natured to each other, and very cautious
not to get into a passion. Thus, in some degree, their bad tempers are
corrected, which is very desirable. It is a current remark, that bad
workmen find fault with the tools; and lazy teachers find fault with
the swings, because they must perpetually watch the children. We are
so tinctured with the old plan of _rivetting_ the children to _seats_,
that I despair of ever seeing the opposite plan become general in my
time. As soon as two children are seated on each swing, to preserve
order, the others retire (generally speaking) in the greatest good
humour to their seats.

Some will, I know, be apt to exclaim, surely this is encouraging and
fostering bad feelings--creating enmity and ill-will amongst the
children; but I say, No, it is teaching them to feel a spirit of
generous emulation, as distinguishable from that of ill-nature or
envy.

Beside the swings, in many schools they have a very useful addition to
the play-ground. I mean the gymnastic pole.

Although it is most proper for the master in the play-ground to relax
altogether the brow of magisterial severity, yet there is no occasion
for him to withdraw the influence of love. He will not prove a check
to the enjoyment of the children, if, entering into the spirit of
their innocent pastimes, he endeavours to heighten their pleasures by
a judicious direction of their sports.

Among other amusements, which his ingenuity may suggest, I would
mention a geometrical amusement, which is very practicable. First, let
a certain number of children stand in a row. Opposite to these let one
or more children be placed as directors to order the change of figure.
A straight line, we will suppose, is the first thing shown by the
position of the children; the next thing to be formed is a _curve_, by
the advancement of each end; then a half-circle,--a circle, by joining
hands in a ring;--two equal parallel lines, by the division of the
number in action; next a square,--triangle, &c. &c. These changes
may either be made at the command of