Following closely the ideas of his father, and with the sole thought of completing the latter’s work, he devised new forms of apparatus adapted to the needs of the school and so arranged them that large numbers could exercise at the same time, in this way greatly increasing the number of useful exercises and bringing them all within the reach of every pupil. Then collecting a mass of gymnastic material he selected the most suitable exercises and arranged them in groups according to the effects produced upon the individual, providing further an orderly progression in each group, and combining these into a complete lesson-scheme—the original “day’s order.” It was now possible to assign to different ages and degrees of ability, and to the two sexes, the appropriate material from the graded series of exercises, so that the benefits of gymnastics could be extended to girls and younger boys. Hjalmar Ling published two pamphlets[126] intended primarily as guides for his students at the Central Institute, and in 1866 a work on kinesiology (_Rörelselära_) or the science of bodily movements. He also assisted Hartelius with the _Tidskrift i Gymnastik_ and for ten years (1874-1883) was one of its associate editors and a frequent contributor. Although not a clear writer, he was a deep thinker and an industrious compiler, familiar with the whole range of gymnastic literature,—German, French, and English—as a glance at the pamphlets just mentioned will show. He left behind a carefully arranged collection of nearly two thousand pen-drawings of positions and movements used in gymnastics, made by himself. These are preserved in the library of the school, and about a quarter of the entire number appear in a book[127] since published with the help of a gift from Mrs. Mary Hemenway, the founder of the Boston Normal School of Gymnastics. The younger Ling died March 9, 1886, and was buried near his father at Annelund.[128] He sought first of all to analyze the conditions of school life and the needs of the growing child, and then to devise forms of exercise, to select, invent, and arrange apparatus, and to elaborate a lesson plan which should meet these conditions and needs efficiently and with the greatest economy of time and effort. Opinions may differ as to the merits of particular details in the system he helped to perfect, but his method of approach to the problem deserves ungrudging commendation. [Illustration: FIG. 37.—Lars Mauritz Törngren (1839-1912).]