Mu& edrtcofiota in the cwricuhmration at the end of the nineteenth century. (Similarly, Austria at the
end of the same century was a country where musicology flourished.)
The influence of this golden age of musicology is felt even today.
As far as I know the University of Helsinki was the first university in
Scandinavia to establish a professorship of music. That was in 1918.
The first chair in Denmark was established in 1926 and in Sweden a
little later at Uppsala. At present Denmark has three professorships
of musical research and Sweden one. But, in addition to the professor-
ships, there are a number of lecturers at the Scandinavian universities:
at the University of Oslo a lecturer is in charge of musical research;
in Finland at present there are only lecturers, although it is probable
that soon we shall get a permanent professorship at our State univer-
sity in Helsinki.
Music history and folklore were initially the two main branches of
musical research, but the field of research has greatly expanded, now
including, for instance, acoustics, psychology of music, and pedagogy.
The theory and aesthetics of music are more popular today than ever,
and I should add that musicology today has been broken up into a
great many component parts.
In the nineteenth century, the student of the Helsinki University
could receive instruction only in the rudiments of music, the chief task
of the music teacher being concerned with choral singing and orches-
tral performances. About thirty years ago, choirs and orchestras estab-
lished by student organizations began to come into their own. (At
present there are many student choirs and orchestras of excellent qua-
lity. At our State university today the main task of the music teacher
is to give instruction in the theory of music, rhythm, melody, har-
mony, counterpoint and score subjects.) In the last three years, lectu-
rers have taught such subjects as folk music and the art of music, and
it may be of interest to mention that Finnish scientists have made a
profound study of the music of the Lapps in the northernmost part of
Finland and the music of several tribes related to the Finns but dis-
persed in Russia. Furthermore, the lecturers have dealt with such
subjects as the psychology of music, Palestrinian and Bachian poly-
phony, styles of music and the history of contemporary music.
As in the other Scandinavian universities, the student at the Univer-
sity of Helsinki can take his master of arts degree with music as the
chief subject. Thus the university and the academy of music, the Sibe-
lius Academy, are complementary to each other, the former providing
the scientific basis, the latter dealing with the practical application.
The difference between these two institutions has, as in other