“(2) During school life physical training is quite as important for girls as for boys. “(3) Systematic physical training is necessary both for country and town children. “The daily walk to school is exercise, but not exercise which develops the body as a whole, or counteracts the liability to stoop, to be round-shouldered, or to be slovenly in gait. Moreover, all children during school life must spend many hours with but little change of position, the effects of which can only be corrected by systematic physical exercise. “It should aim at the healthy development of the body, as well as of the mind, by the regular development of all the muscles, the quickening of the intelligence and activity, and the formation of the habits of prompt obedience, precision, smartness, and discipline. The exercises should not be for mere display or entertainment, but each should have its particular purpose and value to develop all parts of the body. “A certain amount of physical exercise once a day or oftener is preferable to even a greater amount, at longer or irregular intervals. “Games are very useful and ought to be encouraged, but they cannot be played by all children, and usually the weaker ones go to the wall; that is, those most needing systematic development are excluded. Games affording opportunities for violent exercise are useful for the development of reserve strength, and form an admirable field for the cultivation of social and public spirit. We strongly favor their organization and development at all schools. “For boys, in addition to the regular games, country runs, leaping and dancing the Highland Fling; for girls, skipping and hockey. For both, swimming is strongly advised.” =Physical Training Among the Ancients.=—Greek culture regarded the individual as valuable in and for himself, and sought to promote first of all his full and free development. The idea was symmetry and balance of parts, and, to attain complete and harmonious manhood, mind and body were trained together. Games played an important part in the life of the Athenians, and their importance in the education of children was early recognized. From the age of seven to sixteen it is probable that one-half of the day of the Athenian boy was spent in intellectual and the other half in physical education. The aim of the Athenian education was to produce men, independent but respectful, freedom loving but law abiding, healthy in mind and body, clear in thought, ready in action, and devoted to their families, their fatherland, and their gods. Gymnastics included everything relating to the culture of the body. The culmination of the Athenian education was dancing. As a supplement to gymnastic culture, it toned down the ardent exercise of the gymnasium and the over-energy of muscular development to the ease and grace which was the Athenian ideal.