German school, serving as an example for Sebastian Bach. His works have recently been published in Germany. Of all these men it may be said that they developed music steadily toward the goal of emotional freedom. =Summary=.—The great work of this school was to make _technic subservient to thought_. In all preceding schools, the material and the forms were so new and the methods of handling them so crude, that technic always dominated thought. And it was naturally so, for expression cannot come until the power to master the material has been attained; it was by this power that the Netherlands developed emotional music. But the student invariably objects and says he does not see any emotion in the polyphonic music of this period! The student must place himself in the position of these old masters, supported by the church and constantly imbibing the religious atmosphere of the institution they served, until they unconsciously expressed, in their music, the grandeur and power of their religion rather than the intimate personal feeling of modern musicians; and then the student will understand what is meant by polyphonic emotion. We must always remember that _polyphonic emotion is not monophonic emotion_, and that its tremendous technic and complexity of device were but the means of expressing its peculiar form of emotion, which to understand, one must study diligently, and then approach with a reverent feeling. REFERENCES. Grove.—Dictionary of Music and Musicians, article on Schools of Composition, relating to the Netherlands. Naumann.—History of Music, Vol. I. Smith.—Music; How it Came to be What it Is. Parry.—Evolution of the Art of Music, Chapters IV and V. Langhans.—History of Music. QUESTIONS AND SUGGESTIONS. Why did the Netherlands become the musical centre? How did geographical situation favor the Netherlands in the struggle for commercial supremacy? What circumstances gave their art a general rather than sectional character? Compare the Gallo-Belgic and the Netherlands schools. How did the Organ aid in development? Who are the most famous members of this school of composition? What are the special characteristics of each? What is a _Miserere_? What is an _Ave Maria_? What was the Hanseatic League? What was the contribution of the Netherlands school? Consult a general history for the events which made the Netherlands so important at this time. In selecting a historical epoch to accompany the period of the Netherlands school and its successor, the Italian school, the central figure that will be most familiar is Christopher Columbus, whose life and work covered the early period, the close of the old polyphonic school dating with Palestrina’s death in 1594, 100 years after the discovery of America. This hundred years represents the flowering time of polyphony as an art. LESSON XIII. THE ITALIAN SCHOOL.