37D 
May 17, 1875. 
The PRESIDENT (PROFESSOR BABINGTON) in the Chair. 
The PUBLIC ORATOR made a communication 
On the place of Music in Education as conceived by 
Aristotle (Politics v. [vut.] cc. 3—7), 
of which the following is an abstract :— 
Gymnastic, Grammar and Drawing, considered as branches 
of education, have direct practical utilities; but it might be 
doubted, Aristotle says, what is the use of Music. Three objects 
might be assigned to the study of music: maoeta, discipline ; 
maidid, pastime; Svaywy, the rational employment of leisure. 
On further inquiry we see that (leaving ravéva out of account) 
the serious uses of music are these three—audela, Svaywry, 
and xdQapots, the purification of the emotions. I. madera, 
The disciplinary value of music is (a) artistic, as training the 
perceptions, and so preparing dvaywyy: (b) moral, as establish- 
ing the faculty of rejoicing aright—é@ifovea dvvacbat Yaipely 
6p0as. For, while forms or colours are merely symbols (onpeta) 
of character or feeling, musical sounds may be images (spovw- 
para); and pleasure in the imitative expression will create 
sympathy with the feelings imitated. But does music, as a 
part of early training, imply the power of performing upon any 
instrument? Aristotle holds that it does, since a certain 
measure of practical knowledge is necessary to make a com- 
petent critic: only, in order to guard against ro Bavavaor, the 
pursuit of executive skill must be limited by two things ; first, 
the study of music must not interfere with other studies ; 
secondly, the body of the citizen must. not be unfitted for war 
or for those exercises which befit free men; the study of music 
