It is animating in appearance, and brings into fine play the muscles of the body and limbs.

No. 12. Back to back, touching each other's heels Each lunge out with the right foot in the direction the toe points, the feet being at right angles, and raise the hands over the head so they touch, thus reaching the position seen in Fig. 5. Now back. heels together, arms at the side, lunge out with the left feet in the same way, and thus alternate, keeping time to the music.

No. 18. Standing as represented in Fig. 6, with the inside of the left feet together, and holding the rings as shown in the figure, push them both vigorously towards your partner, as far as possible,

both step out sidewise in the same direction as far as you can reach, and at the same instant raise the hands on the same side as high as you can, then returning to the upright position, hands by your sides, charge out at the other side in a similar manner. When this has been done both ways, as in every other exercise, ten times, the leader cries alternately," and you continue to charge sidewise as before, only in opposite directions as represented in Fig. 7.

No. 15. Standing face to face, two feet apart, charge sidewise as in the last exercise. In alternation with this, charge the opposite way. After the regular number of times the teacher cries

No. 16. Standing face to face, sixteen inches apart, raise the hands on one side forcibly, as in Fig. 9; as these are brought down to the side, raise the other hands in like manner, alternating eight times.

No. 17. Standing face to face, the right foot advanced eighteen feet, the left at a right angle with it, the right hands of partners are joined with one ring; thrusting the arms up, push the chests as near together as possible, without bending knees or elbows. Now drawing the arms back to the horizontal on the next beat of the music, carry the hands down low, without bending knees or elbows as represented in Fig. 10. On the next beat bring the arms to the horizontal as before. Repeat the alternate motion up and down eight times.

No. 18. Same exercise with left hand-the left foot being advanced.

No. 19. Standing as in No. 18, push the right arms sidewise, bending the chest forwards as far as possible. On the next beat bring the arms back to a straight line between you, and then carry them far to the other side. Alternate eight times. No. 20. Same with left hand and foot forward.

I.

OON after the discovery of Ame

some of the sovereigns of Europe became interested in the natural history of the New World, and sent over men devoted to the study of nature to collect specimens of the animals and other objects of interest to be found in Virginia (the name which the English applied to all their possessions in America). Among the naturalists sent over were enthusiastic botanists, who made large collections of plants and seeds, and conveyed them to the old world. In the explorations of these botanists they found a plant, the dried leaves of which the aborigines smoked in an instrument called by them tobako.

The imperfect knowledge of the dialect of the savages possessed by the Europeans at that time, led to the error that the substance they smoked was called tobacco, instead of the pipe through which they smoked it.

Another history of the origin of the name is, that a Spanish monk found the plant growing in a province of St. Domingo called To

But it was nearly a hundred ears after the discovery of the Western Continent that the custom ecame fashionable in the upper reles of England. Favored by he example of Sir Walter Raleigh, nd other men of rank, the practice ecame firmly established, and by low advances pervaded all grades f society.

The custom was carried into Holland by young Englishmen who went there to prosecute their stulies. Though more than a century was required to introduce and establish the use of the pipe in England, in less than fifty years after the tobacco plant was first cultivated in Portugal, the custom of smoking it spread over Turkey, Persia, India, Java, China, and Japan. This rapid spread is no doubt due in part to the ease with which the plant is cultivated in temperate climates wherever rich soil is found.

It is claimed that the Chinese cultivated and used tobacco before the discovery of America. But recent investigations have developed the fact that the plant cultivated there is a variety of the same species cultivated most commonly in America, and has no characteristic difference, except such as different soils and modes of culture would induce.

Another argument is, that there is no name for it in the languages of the Eastern nations, but throughout the countries of Asia it is known

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by its American name-tobaccowhich was most likely obtained from the Portuguese, who no doubt introduced it into China and Japan, whence it rapidly spread over the East.

SMOKING AND CHEWING.

After carefully examining all available evidences, there seems to be no doubt that the tobacco plant was first brought to the notice of civilized man in the West India Islands, soon after their discovery, and that the practice of smoking it originated among the savages of the New World. This truth adds no dignity to the custom, neither can it flatter the vanity of highly civilized nations to find themselves the slaves of a useless habit, picked up among the half naked savages of the uncultivated wilds of America.

By careful examination it has been ascertained that in countries where the use of tobacco prevails, 27 of every 40 males are wedded to the custom of smoking or chewing; if the women who use tobacco both in smoking and snuffing are added, we shall find that more than one-third of the whole human family are addicted to this remarkable practice. What a comment on the civilization, refinement, learning, and philosophy of the nineteenth century!

DENUNCIATION OF SLAVERY.-In the heart of Mr. Beecher's oration was given a denunciation of slavery more powerful than I have ever heard from his lips. He scored and scourged it until it seemed to stand before us a hideous monster, bloated with human blood, and writhing under his goads. He told, apropos of those who said, "Why not let the South go?" the story of Fowell

brave grasp, and at the risk of his life, until help could come, rather than allow him to rush through the street biting man, woman, and child. When asked what they would say of the man who, witnessing this, should have cried, "Let him go! let him go!" "Shall we let this monster go through the world poisoning nations, ruining men, women, and children yet unborn ?”

IN

JANUARY, 1864.

SALUTATORY.

N assuming the editorial responsibilities of the American Educational Monthly, the undersigned tenders to the fraternity in general, with the respectful deference due from a raw recruit to war-worn veterans, his cordial salutations. Profoundly conscious of the disadvantages of inexperience in a new field of operations, he reports for duty on the fortified heights of Good Intent, supported on the left by a strong heart, and on the right by a willing hand, ever ready to charge, with that weapon which is mightier than the sword,against the motley hosts of ignorance, and to strike with equal alacrity for the cause of the just, the beautiful, and the true.

Having no promises to make, save that he will never retreat from nor surrender to the enemy, he has a right to ask that the broad mantle of charity may be kindly and gracefully thrown over the imperfections of his performances, in generous remembrance of the uncomfortable truth that all are human, and therefore fallible.

The undersigned may be permitted to add, that the aim of the Monthly will be to discuss, in a broad, catholic and unpartisan spirit, the great theme of education in all its varied aspects, gradations, and relations; to eliminate from its theory and practice whatever there may be in them that is wrong; to

necessity, to be promo direct and steady exer national authority, and the optional, irregular mentary power of the states.

It will also aim to enlis of a movement so grand sing as that of a great peo to elevate itself above th regime of mere expedier sublime sphere of moral conduct of its affairs, the and co-operation of all conditions in the commu generally to encourage a all measures and means w adapted to advance this, vital interest of a civilized

It will be no part of i enter into any ungenerous tion with the efforts of spirits who, in several of t and amid great obstacles couragements, have establi are gallantly sustaining devoted to the educational of their respective localit the other hand, plantin with becoming modesty broad platform of our wh try, it cordially offers t hearty co-operation, and in asks an equal measure own good will, with the c conviction that in a country and a cause so boundless in and purposes, there is room for all sincere and earnest v

But the undersigned f further to proclaim even hi intentions, preferring to be rather by the fruits of his

e concludes, therefore, by venring to indulge the presumptuous piration, that the words herein to uttered may prove to have been ly spoken; and that thus they may e treasured in the memories of his aders, like "apples of gold in ictures of silver."

THE EDITOR.

NATIONAL EDUCATION.

HY should not education in the United States become an object of direct national concern? Why should an interest of such paramount necessity to the integrity and stability of the nation be left to the uncertain action of individual states alone? Why should not the authority of the general government, as well as that of the individual states, be directly exercised in behalf of universal intelligence, to the end that our practice as a nation may be consistent with the avowed principles which lie at the foundation of our governmental fabric? Are not universal suffrage and universal enlightenment exact correlatives? Are not free suffrage and free ignorance palpable antagonisms? Is not the nation at this hour engaged in a mortal struggle which is the direct result of this antagonism, and of this marvellous inconsistency between its good theory and its malpractice?

WHY not

These are questions, certainly, which it behooves the American people to consider with all the attention which the gravity of the subject seems to demand. If the universal diffusion of knowledge

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upon which the stability of our form of government is predicated, why should not that government itself be invoked to act a part in the common duty of self-preservation ?

Why is not the function of providing for the common defence left to the sole jurisdiction of the separate states? Why not the regulation of postal affairs? Why not the coining of money? Why not the commercial relations? Why not the encouragement of agriculture and the mechanic arts ?-and so on to the end of the chapter. And, on the other hand, is not the education of the sovereign people one of the objects of general concern, precisely in keeping with those which are expressly confided by the constitution to the federal power, with this distinction in its favor, that whereas, upon its faithful accomplishment depends the highest success of all the other functions, therefore the duty is, if possible, more imperative than any and all of the others?

And again, what would the duty of providing for the common defence become without the loyal cooperation of the individual states? An impossibility. We have seen that even factious opposition to the measures indispensable to the national safety, is a source of almost overwhelming embarrassment to the general government. How much more mischievous, nay, how destructive would such a want of harmony prove to be, if general among the states. And indeed, without mutual co-operation between the federal power, representing the nation, and the local power, symbolizing the states, the