Fortunately, none of the objections hitherto urged against singing in public schools have been able to effect any change for the worse. Vocal music is now taught in the common schools of nearly every city and large town in New England and the Northern and Western States. In Boston--which has always been noted for its excellence in this department--thanks to the intelligent labors of Mr. Lowell Mason and Mr. Julius Eichberg, it is now possible, on occasion, to raise a chorus of five thousand well-trained juvenile voices. And it is gratifying to observe with what unanimity the good influence of public-school singing is attested by the commissioners of all those States which have given it a fair trial. The grounds on which it is usually commended are that it puts life and variety into the dull routine of studies--that it promotes order and discipline, stimulates the social feelings, electrifies the wearied nervous system, conduces to health by the regular and vigorous exercise of the lungs, trains the moral sentiments by refining the æsthetic emotions, and tends to improve the congregational singing in our churches. To quote the language of the Commissioner of Education (_Report for 1873_): "Experience proves that as music is perfected and used in the daily routine of school duties, just in that proportion are the deportment and general appearance of the schools improved." Indeed, it is difficult to calculate all the good results that in course of time must follow from general musical instruction in our schools. It is certainly the only effective method of removing in a few generations the reproach that we are not a musical people. In Germany--which perhaps has done more for music than all other countries combined--the foundation for musical culture is laid in the schools by the singing of folk-songs (_Volkslieder_) and chorals in three-or four-part harmony. And those who have read the history of music know that these same folk-songs and chorals were the first musical fruits grown on German soil: they were the fruits on which in past centuries the people lived and formed their taste. It is evident, therefore, that in now teaching these folk-songs and chorals to their children the Germans are guided by that important law of evolution which shows that the development of the child partly does, and partly should be made to, conform to the development of the race, step by step.