Some American women have realized the false and one-sided condition of musical culture in our country and have sought to remedy it by encouraging their sons to take up the study of some musical instrument, but it has been up-hill work, as the general sentiment of the country has not yet been sufficiently awakened. Plato considered the study and appreciation of music an educational necessity for the young Athenian, but such schools as Groton, Saint Paul’s, and Saint Mark’s, for instance, have not yet admitted music to their regular curriculum, and in so far as it is studied there it is considered rather an outside privilege with which the school course has no official connection. Among the boys the necessity for excelling in football or baseball is so carefully and consistently insisted upon that almost the entire time left from school hours is devoted to these sports, and the boy who wants to continue the study of a musical instrument, which a fond mother has perhaps begun with him before he entered the school, is looked upon by the other boys as a sissy. The standard of personal conduct set in these schools is high, but the tendency seems to be to make the boys as like each other as possible. Many of them, if not discouraged, would develop decided artistic talent, but individuality and independence of thinking, which should be the end and aim of all teaching, is often frowned upon, and the results only contribute still further to the monotony of our social life, in which the courage to be one’s self is submerged in the desire to be exactly like every one else. The public schools of our country, however, show a much more intelligent attitude than formerly; and, while the time allowed for singing and the study of the beginnings of music is still all too short, music is taught to the boys as well as to the girls. The singing of the children has greatly improved, and in many cities school orchestras have been formed, which the boys and girls enjoy immensely and in many of which music of good character is studied. In Los Angeles and Berkeley, California, I heard some excellent school orchestras, and in Dayton, Ohio, Mrs. Talbot has interested herself personally in this movement with great enthusiasm and excellent results. In New York, my brother Frank, while supervisor of music in the public schools, effected a complete reform in the teaching of the children and succeeded in interesting the authorities to give music a more important position. The singing improved immensely and since his retirement Mr. Gartlan, his successor, has continued the good work. I have several times used choruses of a thousand school children at the music festivals of the Oratorio Society in the production of such works as Pierné’s exquisite “The Crusade of the Children” and “The Children of Bethlehem,” and the children sang the three-part harmonies of their music with such purity and exquisite quality of tone as to bring happy tears to the eyes of the audience.