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The phenomenal progress which has been made during recent years in the music departments of both the grades and the high schools of our great public educational systems, together with the fact that a large number of young men and women of real musical ability are entering the field of public school music as a life work, make it seem worth while to include a chapter upon the work of the music supervisor as conductor. The writer has long contended that the public school systems of this country offered the most significant opportunity for influencing the musical taste of a nation that has ever existed. If this be true, then it is highly important that the teachers of music in these school systems shall be men and women who are, in the first place, thoroughly trained musicians; in the second place, broadly educated along general lines; and in the third place, imbued with a knowledge concerning, and a spirit of enthusiasm for, what free education along cultural lines is able to accomplish in the lives of the common people. In connection with this latter kind of knowledge, the supervisor of music will, of course, need also to become somewhat intimately acquainted with certain basic principles and practical methods of both general pedagogy and music education.

We are not writing a treatise on music in the public schools, and shall therefore not attempt to acquaint the reader, in the space of one chapter, with even the fundamental principles of school music teaching. We shall