The chief service which he rendered to physical training in Germany, and wherever German influence has been felt, was the attempt to make it a part of the school life. The _Turnplatz_ was not to exist side by side with the school, as a counterpoise to the exclusively mental training of the latter, and in charge of some independent individual or society; but the school should concern itself with the whole life of the young, physical as well as mental, and gymnastics, recognized by the state as a means of education, should be thoroughly incorporated and treated on an equality with other branches of instruction and discipline, enjoying the same rights and conforming to the same pedagogic principles. It should therefore be made a required exercise, from which nothing except a physician’s certificate of defect or illness would excuse any pupil. In addition to the open-air gymnasium and the playground the community or the state would have to provide and equip closed halls, in or near the school building, so that instruction need not be interrupted by season or weather. Elementary classes require an hour each day for gymnastics and games. Less time might suffice for the older children, but the lesson periods, in either case, should be included within the school hours, or stand in immediate proximity to them. Periodical examinations in gymnastics coming at the same time with general examinations, and annually recurring exhibitions or _Turnfeste_ were to be held. Those who teach the subject must be educators by profession, and closely identified with the life of the school, receiving their training in this branch, as in all others, at the normal schools and the universities, or in part at institutions intended for that purpose exclusively—the normal schools of gymnastics. In elementary schools instruction would be in the hands of the grade- or class-teacher, and in higher schools there should be special teachers of gymnastics, just as in the case of mathematics, or languages, or science. The exercise-material must be arranged in progressive steps suitable for the different school grades, and a series of manuals prepared to fit the different conditions and needs in country and city schools, in common schools, higher schools for boys, and schools for girls.