results arrived at by those thinkers who have devoted their attention to this branch of education,--results based upon actual experience. What is true of harmonies is true also of rhythms. Some of these have a steady, others a mobile, character; of the latter, again, some have coarse, others refined, movements. From all these considerations, it is obvious that music is calculated to impart a certain character to the habit of the soul, whence it follows that it ought to be brought to bear upon children, and instruction given them in it. Musical instruction, indeed, is admirably adapted to their stage of development; for young people, just because they are young, are not fond of persisting in anything that does not give them pleasure, and music is one of the pleasant things. There seems even to be a certain kinship between harmonies and rhythms [and the soul]; whence many philosophers hold that the soul is a harmony, or that it has harmony." Aristotle, having thus shown that music is a proper subject of instruction, goes on to inquire "whether children ought, or ought not, to be taught music, by being taught to sing and play themselves?" His answer is well worth quoting at full length. "It is quite evident," he says, "that music will have a very much greater effect in moulding people, if they take part in the performance themselves. Indeed, it is difficult, or even impossible, for those who do not learn to do things themselves to be good judges of them when they are done. At the same time, children must have some amusement, and we may look upon Archytas' rattle, which they give to children to spend their energies upon, and to prevent them from breaking things about the house, as a good invention. It is useless to try to keep a young creature quiet, and, just as the rattle is the proper thing for babies, so musical instruction is the proper rattle for older children. It follows that children ought to be taught music by being made to produce it themselves, and it is not difficult to determine either what is suitable and unsuitable for different ages, or to answer those people who pretend that the study of music is something ungentlemanly. In the first place, since people must, to some extent, learn things themselves, in order to form a correct judgment about them, they ought to learn the practice of them while they are young, so that, when they grow up, they may be able to dispense with it, and yet, through their early studies, be able to judge of them correctly and take the proper delight in them. To the objections which some people raise, that music turns people into craftsmen, it is not hard to find an answer, if we consider to what extent the practice of music ought to be required of children who are being reared in the civic virtues, what songs and rhythms they ought to learn, and what instruments they ought to use--for this makes a difference. Herein lies the solution of the difficulty. The fact is, there is nothing to prevent