Yes, there is every reason for giving music a real place in the curriculum save one, and that is this: you cannot give an examination in it. Fatal defect! No A + or A - for the child to take home proudly to its parents; on a certain day at a certain hour you cannot find out by a set test what, of the beautiful thing we call music, a child has in its heart and soul. The result you hope to gain consists chiefly in a love of good music, and a joy in singing it--a result that is likely to affect the happiness of the child all its life long; the whole tendency of singing in schools has been to civilize the child, to make it happy, and to help its physical and mental coördination; yet you deny the value of such training, you refuse to give it a real place in your curriculum, you call it a fad or a frill. What an extraordinary attitude for an educational administration to assume! The world is, then, merely a place of eating and drinking, of mechanical routine, of facts. There are to be no dreams; the flowers and brooks and mountains, the sky, birds’ songs and the whole fantasy of life--these are nothing. Beautiful objects in which the eye delights, beautiful sounds that fill the soul with happiness and create for us a perfect world of our own, these are useless because they won’t submit to an examination in June and can’t be made to figure in a diploma. How many young people, I wonder, graduate from our institutions of learning with nothing _but_ a diploma? Would it not be of great value to the children if they were taught to see and to hear vividly and intelligently, to be alive to all beautiful objects, to love a few beautiful poems, to have the beginnings of a taste for literature, to be able to sing fine songs, to take part in choral singing, and to know well a few pieces by Mozart or Schubert? Do not all great things establish relationship and do not all little things accentuate differences? What education is better than that which unifies the individual with the universal? Is not this whole world of fine literature, painting, sculpture, and music in the very highest sense, then, an education to the individual? We march in endless file along a hard-paved way out of the sun, our goal a place where _use_ holds sway. To reach the goal and begin our labors under the lash, catching a glimpse only now and then of stars, of flowers, of brooks, of green fields--only a glimpse, for _use_ holds us fast. After a time we forget them altogether as _use_ fastens its grip upon us more securely. We plod onward, machine-like, until all sense of beauty is dead, and the world is a treadmill of money-getting and of trivial pleasures. Then our blindness reacts on our children. We have forgotten the impulse of our childhood. The love for beautiful things has left us, and we have no longer a sense of their value. Must our children continue to suffer for this? Must they, too, become the slaves of use? III. FALSE METHODS OF TEACHING