trinsic value of such a course is the opportunity that it affords for integrating music with materials in the other arts. Today, there seems to be almost universal agreement that we define its function and limits, so that it may take its proper place in the larger curriculum. Educators have been experimenting for a number of years with this idea of bringing music to large groups of students-even to all students. The expansion of the general music class, however, has been limited. It may be that success with a good choir or band can be more easily and more adequately measured. It may also be that the general music class requires of the teacher a broader and more complete background. It suffices to say that while our teacher training institutions exploit this philosophy of reaching more students, their graduates concentrate on the smaller and more perfect specialty units. The general music classes, if they are set up at all, are appendages to the program. The opportunity classes for the large groups of uninitiated students, therefore, die aborning when teacher time for general music classes becomes limited. Only through proper reorganization can teacher time for general music classes become available. We have come to realize now that, just as we train good choral conductors, we must train good teachers of general music. Where the training of general music teachers is in line with the philosophy in modern general education, the necessary steps to change methods and materials will be taken. No two teachers in the same