There are a number of important features of this moral instruction which press their claims for special mention, but we cannot discuss them all. A few, however, demand some attention. The statement of the proverb, that as the twig is bent so will the tree be inclined, has been borne out in practice times without number. Here, it seems to me, is one more illustration. Throughout their whole school life--that receptive, appropriating, formative period--the children have constantly before them ideals that are elevating, examples that are inspiring, and admonitions that tend to create and develop within them an ambition to excel in beauty of character. That the morals of society are not kept more nearly pure by this procedure seems a psychological impossibility. Again a rather successful attempt is made to have the home and school cooperate along the lines of personal purity. In fact the home, the school, and the church join hands and supplement each other in all efforts in religious and moral training. True it is that striking examples of nobility of character, high ideals, and moral worth abound in profane history as well as in sacred, in secular life as well as in religious, in living characters as truly as in those of past ages, but the school system of Norway provides ample opportunity for presenting all of these things in connection with their regular instruction in the various subjects taught, and, in addition, furnishes particularized instruction which makes a specialty of moral and religious development. It seems imperative that, when these ennobling lessons are thus vividly presented, the powers of imitation and habit should combine in the creation of stronger and nobler characters. Nevertheless, when religious instruction is made a requirement, it too frequently becomes formal and literal rather than spiritual and lifegiving. That this great misfortune is the case in some of the secondary schools of Norway is an indictment which cannot be denied. However, in the primary schools the instruction is fruitful and important. As a consequence of these conditions the statement is common among many that in looking back over the years of religious instruction they recall numerous happy instances of earnest, heartfelt prayer and Bible stories accompanied by intense feeling on the part of the teacher. Other experiences reveal the fact that some of the teaching profession had not the sincerity and feeling back of their instruction required in order to give vitality and meaning to the lessons presented.