'S. teaching supervisor. The chief, if not the only, qualification looked for by the school authorities in electing a extensive a dis- supervisor of music, evidently, is testimony as to the musical preparation of the candidate. Sometimes they secure a teacher of music who is also a teacher of children-much as a blind hen may find a grain of corn. More generally, however, they are satisfied with a diploma testifying as to the candidate's musical ability. 'rinceton univerAnd yet it is hy of the serious rally, it may be of the spirit in cted. If the aim ional foundation y stronger and cal purpose and ng owes its life : crook. "preparatory' m is to get the uates across the nination boards. ledge, virtue, and it helps to prethout interfering entrance. Is it this kind pupils lves by specious Often this attiho present disaknow it does not will not get thru development of liness gets little 1. Schools have ethical training the playground. ed by the pupils play. does not place nger. Character rd. If the desfied without the Results? One little girl summed up the children's point of view in three of the ten towns visited when she said, "I like to sing and I like music, but I don't like singing lessons in school." A boy informed the inquirer that he would "ruther have 'rithmetic any time than music," adding, confidentially, that he regarded 'rithmetic as "tough." On asking an eight-year old girl of one of the suburban towns whether she was glad that school would soon begin again, she replied, gravely, "If we had no singing teacher I'd like school alright enough." On following up the clue among the children of that school the inquirer accumulated quite a collection of disciplinary extravagancies and method monstrosities. Here are three items from the note-book: "If one of the children sings wrong [after an exercise is, by the 'teacher,' supposed to be fixed'] we all have to stay after school." "We sang nothing but the scale for three weeks because C. L. sang wrong at the Thanksgiving exercise." "M.S. had to stay after school and sing a song ten times because he did not sing with the class in the morning." Maybe it was the cheerful refrain: O teacher, O teacher, how happy am I! O teacher, O teacher, Oh! tell me why, Here are two peculiarly interesting items: "Mother doesn't want me to sing love songs and when I told the teacher she got mad. She wanted to make me sing, 'Come, be my honey boy,' but she couldn't, and I had to stay in at noon." Teacher called me a crow for my principles, it is singing, so I wouldn't sing any more. Then she reported me to the principal and he said I wouldn't be promoted if I didn't sing. But I was promoted, anyway. Pa went to see him." e the tribunals of Field. ol number of THE cational event of awake educators, matter worthy of racting one iota Common school it e schools repreducational ideals. very plainly why , then, that the ivate schools for can be made to successful work, erived from edueral spirit. I prosperity has rivate schools in e, as a rule, will ols, provided they best opportunit if they are perhools they will, if imes of financial oncerning the rel Incunaoand than The atmosphere of a school is chemically affected by the breath of some teachers in a way to render it deadly to common sense. It is only fair to say that the music teaching of six of the ten towns was evidently carried on in a way to please parents and children. Singing lessons were looked forward to as a treat. One boy volunteered this: "I don't sing 'cause I can't, but I like to hear the others sing. We've got a dandy singin' teacher." Here is a hint to child-study devotees. When studying children's interests don't forget to study their teachers' first. Teacher study is a necessary preparation for child study. It may be asking too much to insist that no man should be elected as school superintendent who does not know music, but it is only reasonable to demand that he should know whether his music teacher is fit to teach children. The most satisfactory plan is always to make sure first that the candidate is a teacher and after that point is settled, to ascertain whether the musical preparation and ability are sufficient. School music that is not thoroly enjoyed by the children is a wasteful encumbrance in the elementary course of study, or, as the editor of the English School Music Review puts it, speaking on the positive side: "School music teaching, to fulfil its mission, must be a pleasure to the teacher and a joy to the child." And he is right. But that "mission" must ho fulfilled if musio ia to koon its rightful place in A Am. Bk.-Americ Appleton.-D. 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