Were the influences of bodily conditions upon mental growth and activity fully appreciated, the schools would doubtless make a sudden shift toward providing adequately for physical education. Physical development has been regarded with considerable favor for some time, but it has usually been a secondary affair when it should have been introduced as a vital feature. Educational systems should provide for the training and development of the physical as well as the mental life. They are dependent upon each other and are in fact two phases of the same life It is obviously wasteful to seek to develop the one without regard to the other, or to attempt the cultivation of one at the expense of the other. _Vocal Music_ Music is among the most potent factors in developing national spirit and loyalty. Plato wrote: "Any musical innovation is full of danger to the whole state, and ought to be prohibited.... When modes of music change, the fundamental laws of the state always change with them."[28] Napoleon stated that if he might write the nation's songs he cared not who might write its laws. Music in the better forms has moved individuals and nations to great accomplishments, and its efficacy is generally recognized. As a means of education, however, it receives far too little attention. The quality of music sung in the schools of Norway has some points of superiority. One feature in making it a powerful contributor in developing loyal and competent citizens is the use they make of the best compositions from their own writers. Their poets and musicians have furnished large amounts of excellent productions. They sing of their heroes and of their national ideals and achievements. The spirit in their songs reflects the soul of their fatherland. The influence upon the lives of the pupils contributes to solidarity of the nation and to love for its institutions. Contrast this with the results of the rattle of rag-time and jigs. Too much of our public school, Sunday school, and church music has been of this order. Public school music and education along this line are matters deserving more attention than they receive. Recent introduction into many schools of victrolas with records of masterpieces produced by the leading artists of the world point to a recognition of the educative value of the better quality of selections. To hear the same productions direct from the soul of the artist would be many times as effectual as any mechanical reproduction, but this is beyond the reach of the masses. Present indications give assurance that the near future will see music more nearly occupying its legitimate place in our educational provisions. LINES OF INSTRUCTION IN THE GYMNASIUM