=A Musical Program.=--If the teacher is a leader he will either be able, himself, to arrange a musical entertainment, or he will secure some one who can and will do so. All, it is contended, can learn to sing if they begin early enough; and there is probably no better mode of self-expression and no better way of waking up people emotionally and socially than to engage them in singing. The importance of singing, to secure good and right emotional attitudes toward life and mankind, is indicated in the saying, "Let me make the songs of a nation and I care not who makes her laws." The importance of singing is recognized to a much greater extent in foreign countries, notably in Germany, than in America. In Germany all sing; in America, it is to be regretted, but few sing. There should be a real renaissance in music throughout the country. As an aid in the teaching of music and of song, that marvelous invention, the "talking machine," should be made use of. It would be an excellent thing if a phonograph could be put in every school. Children would become acquainted with the best music; they would grow to like it, as the weeks, months, and years roll on. This machine is a wonderful help in developing an appreciation of good music. =Slides and Moving Pictures.=--In the consolidated schools, where there is a suitable hall, a moving-picture entertainment of the right kind is to be commended. The screens and the lantern enable us, in our imaginations, to live in all countries and climes. The eye is the royal road to the mind, and most people are eye-minded; and the moving picture is a wonderful agency to convey to the mind, through the eye, accurate pictures of the world around us, natural and social. The community center--the school center--should avail itself of all such inventions. =Supervised Dancing.=--Even the supervised dance, where the sentiment of the community will allow, is not to be condemned. It is much better to have young people attend dances that are supervised than to attend public dances that are not supervised; and young people, as a rule, will attend one or the other. The practical question or condition is one of supervision or no supervision, for the dance is here. The dance properly supervised, and conducted in a courteous, formal way, beginning and closing at the right time, can probably be turned to good and made an occasion for social and individual culture. The niceties and amenities of life can there be inculcated. There is no good reason why the dance activities should be turned over to the devil. There was a time and there were places where violin playing was turned over to him and banished from the churches. Dancing is too old, too general, too instinctive, and too important, not to be recognized as a means to social culture. Here again the sane teacher can be an efficient supervisor. He can take care that the young people do not become entirely dance-minded.