public, though not directly asserted, was nevertheless necessarily implied.  At all events, the public were simple enough so to understand the matter.  But when the mistake was at length discovered, instead of at once correcting the error, if such indeed it was, recourse was had to a disingenuous quibble on words, which would, therefore, seem to have been purposely rendered obscure.  It will thus be seen how fallacious a test these performances afford, either of the real merits of the system, or of the actual progress or efficiency of those who have received instruction from no other source.  But, besides this charge, the truth of which is thus virtually admitted, it has also publicly been charged against the conductors of the Exeter Hall performances, that many able musicians, who never were the pupils of any teacher of the Wilhelm method, were surreptitiously introduced among the classes at these great choral meetings.  This is a grave accusation; it has been made not anonymously nor in the dark, but backed and supported by the open disclosure of the name and address of the several parties by whom it has been publicly brought forward.  Of the truth or falsehood of this serious imputation we know nothing more than that it is raised by facts, which have been stated, but which, so far as we can learn, have never received any denial or explanation.  On one of these occasions we were present.  We can bear testimony to the effect produced by much of the music then performed.  Mr Hullah certainly appeared to possess great power over the numerous assembly, and the facility with which he hushed them almost down to silence, or made them raise their voices till there seemed no limits to their united power, was almost magical.  But beyond this, in the words of an able weekly journalist, “no means of forming any opinions were before us—­the whole affair might be a cheat and a delusion—­we had no test by which to try it.  We have hitherto,” continues the writer, “spoken of these exhibitions at Exeter Hall as realities, as being what they were affirmed to be.  This is no longer possible.  If Mr Hullah has any real confidence in his ‘system,’ he will eagerly seek a real scrutiny into its merits; hitherto there has been none.”  Our own personal observation does not enable us to be very enthusiastic in the praise of the Wilhelm system.  A few weeks only have elapsed, since we attended a meeting of a class, whose progress we had watched, from time to time, from its earliest infancy.  This class had gone through the course of sixty lessons, but continued still to receive instruction.  Their power of singing at sight was tested in our presence—­a piece of music they had never seen before was placed in their hands.  The first attempt to execute this at sight was lame, and halted terribly; the second was somewhat better, but as we moved about, from one pupil to another, to ascertain, as far as possible, the individual accuracy of the class, we heard many voices, in a subdued tone, making a number of admirable