office,
but in the college and university classroom.

There is no reason in the nature of things why our colleges and
universities should not also be the centers of a concentrated and
intensive activity, directed upon research and philosophic
generalization in the things of music as in other fields of inquiry.
For this they must provide libraries, endowments, and fellowships.
Such works as Mr. Elson's _History of American Music_, Mr. Krehbiel's
_Afro-American Folksongs_, and Mr. Kelly's _Chopin as a Composer_
should properly emanate from the organized institutions of learning
which are able to give leisure and facility to men of scholarly
ambition. The French musical historian, Jules Combarieu, enumerates as
the domains constantly open to musical scholarship: acoustics,
physiology, mathematics, psychology, aesthetics, history, philology,
palaeography, and sociology.[100] Every one of these topics has already
an indispensable place in the college and university system--it is for
trained scholarship to draw from them the contributions that will
relate music explicitly to the active life of the intellect.

But not for the intellect only. Here the colleges are still in danger
of error, due to their long-confirmed emphasis upon concepts,
demonstrations, scientific methods, and "positive" results, to the
neglect of the imagination, the emotions, the intuitions, and the
things spiritually discerned. "The sovereign of the arts," says Edmund
Clarence Stedman, "is the imagination, by whose aid man makes every
leap forward; and emotion is its twin, through which come all fine
experiences, and all great deeds are achieved. Youth demands its share
in every study that can engender a power or a delight. Universities
must enhance the use, the joy, the worth of existence. They are
institutions both human and humane."[101]

=The test of effective teaching of music in the college: Does it enrich
the life of the student through the inculcation of an aesthetic interest?=

Institutions which exclude the agencies which act directly to enhance
"the joy and the worth of existence" are universities only in name.
Equally imperfect are they if, while nominally accepting these
agencies, they recognize only those elements in them which are
susceptible to scientific analysis, whose effects upon the student can
be tested by examinations and be marked and graded--elements which are
only means, and not final ends. The college forever needs the
huma