progress achieved in music education. Accomplishment must be judged by the objectives achieved, their validity, and the general growth of the pupils involved. Because we think that our music work at Oak Lane Country Day School in Philadelphia has been rather successful, and that a summary of one year's program might prove interesting and helpful to other music educators, I have incorporated into this article a summary of the report of the work done in music by Groups III, IV, and V during the 1940-41 school year.* Believing that true appreciation of any activity must grow from participation, we presented opportunities for this in music. One of our very important activities was participation in good singing, in which our endeavor was to create an atmosphere of genuine enjoyment. We sang folk songs, art songs, and some popular songs-all have their place in a program of enthusiastic singing. These songs were really enjoyed by our children, none of whom had to be forced to take part. Another objective was to give the ability to use their singing voice to as many pupils as possible in the various groups. Another was to awaken and develop in the children a sense of the musical standards involved in good singing, and a fourth objective was to apply these musical standards to the singing done. In working with children who had not yet found their singing voice, we encouraged them to sing along with the rest of us-to feel that they were participating in the activity, not being left out. This had no detrimental effect on the singing of the group, and served to stimulate in them the feeling of wanting to sing, which is a prerequisite to developing the necessary skill. They sang more softly than the others, not through being shushed, but through being encouraged to listen more keenly to the singing of the group. We did much individual work with these children, always insisting that such work be meaningful. Parts of the songs we were singing in the group were used in this work, so that the children felt the connection between the special training they were receiving and the objective of such training. In developing our general objectives, we first sang many songs on the level of attainment that the children in any one group had reached at that time. Gradually we introduced new songs on a higher level. We talked some and criticized some. Group III responded well; Group IV, hardly at all, until we sang Ballad for Americans in the middle of the year. In Group V the critical standards were naturally much higher, so that response was much quicker and we were able to do some part music. Special mention must be made of Ballad for Americans. It received a most hearty greeting at the begin-