Among these, one of the most striking and significantwas the method Of jaques-dalcroze. Under almost ideal conditions his ideas were given opportunity of trial on a large scale. And upon the mind of those who attended the classes which he trained and taught, two things made an ineffaceable impression — the ex quisite beauty of movement, of gesture and of grouping seen in the exercises and the nearness of a great force, fundamental to the arts and expressing itself in the rhythm to which they attain. Jaques-dalcroze had reopened a door which had long been closed. He had rediscovered one of the secrets of Greek education. His efforts began in the training of students of music. But it was quickly seen that his ideas had even a wider application. His experience suggests the possibility of a very close combination of the intellectual and artistic elements in elementary and secondary education. His teaching requires from the pupils a sustained and care ful attention. It is a severe, though not exhausting, intellectual exercise. At the same time, it trains the sense of form and rhythm, the capacity of analysing musical structure, and the power of expressing rhythm through harmonious movement. Its educational value for children, its applicability to their needs, the pleasure which they take in the exercises, have been conclus ively proved. Admirable for those who are making a special study of music, it has also shown its value as a factor in general education.
