L.—EDUCATIONAL SCIENCE. 1938 
a great deal of the effect which they produce. If we learn to read 
(by which I do not mean to sing or play at sight, but to read silently 
as one reads a play or a novel) we have added another valuable resource 
to our intellectual life. Lastly, and as corollary to all these, we 
all of us need to simplify our attitude towards music. One result which 
follows from the uncertainty of its position is that it has not yet found 
its proper bearings. People who have any musical gifts are a little 
inclined unduly to stress them, because they have a misgiving that 
their neighbours do not rate music sufficiently high. The outside world, 
which would be very glad to understand more about music, but regards 
it as a kind of hieroglyphic or sacerdotal secret, which the profane may 
not penetrate, is equally reticent because it is afraid to put forward 
an opinion in the presence of the expert. We want really to pool our 
knowledge, to concentrate our interests, to develop on this side, as 
we have on so many others, a sense of comradeship and co-operation, 
and this can only be done if we are all made free of the company ; 
if our musical education is such that we can meet each other as frankly 
and openly in this field as educated men are accustomed to do in the 
discussion of science or poetry. And this we can only do if music is 
enfranchised in our educational system, if it takes its assured place 
in the community and is invested with the full rights of intellectual 
citizenship. 
