2. Adductor muscles, which carry the limbs to the middle line of

the body.

3. Attraction muscles, whereby we move the parts forward.

4. Retraction muscles, move the parts backward.

5. Extensor muscles, stretch the body and extremities.

6. Flexor muscles, bend the body and limbs.

7. Rotator muscles, turn the parts on their axis.

8. Pronator muscles, turn the parts forward and inward.

9. Supinator muscles turn backward and outward.

10. Depressor muscles, draw the lips, side of the nose and angle of the mouth down.

11. Levator muscles, lift and raise the parts, as eyelids and lips. The two latter and the sphineter and constrictor muscles are not as much under our command as the other nine kinds of muscles.

Permit me to call the actions of the voluntary muscles the alphabet to a more rational systematic and beneficial exercise of our body.

Without the knowledge of these actions calisthenics and gymnastics remain to a greater extent automatical. The necessity of physical education will certainly be better comprehended and valued when we teach fundamental principles. Erasmus Wilson said: "In mind lies the great secret of beneficial exercise, and without it exercise is a misnomer, and a fraud on the constitution."

There are already a number of educational institutions where physical exercises are practiced, and also gymnastic institutions and athletic clubs, the German Turner Vereins and the American Turner Bund; but if intelligently directed rythmically executed physical

exercise is required in every college, and properly arranged places and apparatus for calisthenics and gymnastics are in every school house, then the teachers and scholars can improve their physical conditions and have systematic means for a more useful and symmetrical development of their bodies.

Anthropometric apparatus, by which we can determine breathing power, strength of pull, squeeze, quickness of blow, and other personal

data, would be well for annual examinations, and give an impulse for better attention to physical education. When I visited the "International Health Exhibition" in London, in 1884, there were hundreds. of persons waiting for a chance at the entrance of the "Anthropometric Laboratory," to be admitted and examined.

The laboratory was arranged by Francis Galton, F. R. S.; he had the following apparatus :

1. For eyesight: (a) its keenness; (b) the color sense; (c) judgment of the eye in estimating length and squareness.

2. Hearing: (a) its keenness; (b) highest audible note.

3. Touch (exhibition of various instruments).

4. Breathing capacity; his spirometer was used.

5. Strength: (a) of pull; (b) of squeeze with right and with left hand.

6. Swiftness of blow with fist.

7. Span of the arms.

8. Heights: (a) when sitting; (b) standing.

If we consider that attention to the various sanitary measures is an imperative duty for all cultured people, and that a better physical

development is needed, we hope that they will adopt the recommendations of the Boards of Health, American Public Health Association, and of the present Sanitary Convention.

All intelligent just persons will acknowledge that the efforts made.

by such sanitary institutions are unselfish and for the welfare of humanity.

T

EXTENSION.

I think to stretch the body, the right arm and leg, then the left arm and leg is better.

If we commence with the here illustrated motions, we are sure that we have brought the voluntary muscles, which can be entirely controlled by our will, into rational, systematic, physiological actions, and have them better prepared for daily labor, forced muscular exercises, as gymnastics, boat rowing, etc., for a better balance of our body, and a development of agility and vigor.

The following illustrated exercises should be made at least three times a day and every motion three times, which can be executed in about two minues. There are many vocations were persons use and even overtax some of their voluntary muscles, but do not contract the

fibres of the other sets of muscles, whereas circulation of the blood and all functions need that physiological action.

1. Use the abductor muscles by spreading the extremities and move them from the middle line of the body.

2. The adductor muscles are well used by drawing the limbs as close as possible to the middle line of the body; you can do it after each abduction, but it is better to draw the limbs close to the body by separate motions, and when the extremities are about one inch from the body.

3. Attraction muscles are used by making a step forward, and every step throwing the arms forward.

4. Retraction muscles by stepping backward, and with each step throwing the arms backward.

5. Use the extensor muscles by stretching the body, the right arm and leg, then the left arm and leg.

6. The flexor muscles, by bending body, neck, right arm and leg, then left arm and leg.

7. Rotation muscles by turning the head as much as possible to the right and then to the left, and turn the arms and then the legs on their axis.

8. The actions of the pronator and supinator muscles are illustrated on one figure; you find the right hand pronated and the left supinated; first exercise hand and wrist, then feet and ankles.

XII. Heating and Ventilation of Public School Buildings, as Illustrated by the System introduced into the New High School Building at Chester.

By D. W. JEFFERIS, M. D, of Chester, Pa.

There have been in recent years great advances in the construction and arrangement of public school buildings. We now recognize the fact that the eyes of our children may be permanently injured by insufficient light or light from wrong directions. The furniture is now graded to the size of the pupils "whose feet no longer hang down, anxious in vain to reach the distant floor."

It is pretty well understood that the location should be healthful, and the grounds ample for exercise. But I doubt if in the great majority of cases our heating and ventilation is in any way better than it was in the days of the ten-plate stove and wood fires of our forefathers.

It is true that many efforts have been made at improvement, so that we find in the different school rooms stoves, hot air furnaces, and steam-heating apparatus, with direct and indirect radiation. Stoves are objectionable because the room is heated unevenly. The pupils