666 INTERNATIONAL CONGRESS OF EDUCATION. 
+ Handbook of Gymnastics,” a small text-book for the use of military 
symnasiums prepared after the Gutsmuths system. In the same year he 
also began the training of some theological and normal-school students for 
teachers of gymnastics. At the end of the course they had to pass an 
oxamination in theory and practice as well as in teaching. 
The training of teachers was carried on more extensively after the king, 
in 1808, founded Zhe civil gymnasium, to procure teachers of gymnastics for 
:he public schools. From 1809 to 1816 pupils were sent from the different 
normal schools to Copenhagen, and they not only received free tuition, 
but even their traveling expenses and board and lodgings were paid by 
she government. Their training finished, they returned to teach gym- 
nastics at the normal schools. They also formed classes for country 
teachers who already had positions. Mr. Mecdom, a teacher of gymnas- 
tics at a normal school in Jutland, published a guide-book in gymnastics 
50 enable teachers who had not received special training to teach calis- 
shenic exercises. By the law of July 29, 1814, that organized the public 
schools all over the kingdom, it was ordered that if the teacher pos- 
sessed sufficient proficiency he should give the children an hour’s in- 
struction in gymnastics daily, outside of the regular school hours, and 
if possible he should also teach swimming. At every school there 
ought to be drill-grounds and apparatus for gymnastics. The regula- 
tions of 1818 for normal schools also admitted gymnastics as one of the 
compuisory branches. Still the movement was not received with great 
enthusiasm outside the capital, except where it was furthered by zealous 
magistrates, civil and clerical. The population on the whole did not under- 
stand the importance of the training of the body ; besides that, teachers 
were wanting in many places, and everywhere morey was scarce, owing 
to the miserable economical state of the country. This also caused a 
reduction of the army, and Nachtegall only kept his place as principal 
of the military gymnasium by giving up his salary. He retained the favor 
of the king, drew up regulations for the gymnastic instruction of recruits, 
and was appointed superintendent of gymnastics in 1821. In this posi- 
tion he had, especially the first year, the charge of the educational insti- 
tutions of the army and the navy, for they as well as the civil and military 
schools were under his care. This connection was not, indeed, in all 
respects favorable to the school gymnastics, but at all events it served to 
keep up the interest for the cause in certain circles until better times 
should come. 
When the financial state of the country had improved and the import- 
ance of bodily training was better understood, Nachtegall drew up a propo- 
sition for a guide-book to be used for gymnastics in the public schools. 
Considering the heterogeneouslocal conditions, he had arranged the instruc- 
tion in three different grades, and, besides, had partly adapted it to the Lan- 
caster method, which the king greatly admired. This method was eagerly