Music produces profound and lasting changes in the brain. Schools should add music classes, not cut them. Nearly 20 years ago, a small study advanced the ?? 1 ?? that listening to Mozart's Sonata for Two Pianos in D Major could boost mental functioning. It was not long before trademarked “Mozart effect” products began to appeal to anxious parents aiming to put toddlers ( 刚学步的孩子 ) on the fast track to prestigious universities like Harvard and Yale. Georgia’s governor even 2 giving every newborn there a classical CD or cassette. The evidence for Mozart therapy turned out to be weak, perhaps nonexistent, although the 3 study never claimed anything more than a temporary and limited effect. In recent years, however, scientists have examined the benefits of a concerted effort to study and practice music, as 4 to playing a Mozart CD or a computer - based “brain fitness” game once in a while. Advanced monitoring 5 have enabled scientists to see what happens inside your head when you listen to your mother and actually practice the vio l in for an hour every afternoon. And the y have found that music lessons can produce profound and lasting changes that 6 the general abilit y to learn. These results should ?? 7 ?? public officials that music classes are not a mere decoration, ripe for discarding in the budget crises that 8 trouble public schools. Studies have shown that 9 instrument training from an early age can help the brain to 10 s ounds better, making it easier to stay focused when absorbing other subjects, from literature to mathematics. The musically adept ( 擅长的 ) can attend to several things at once in the mental scratch pad called working memory, an essential ski ll in this era of mu l titas ki ng. A . mechanisms B . constantly C . proposed D . process E . convince F . notion G . accustomed H . enhance I. original J . urgently K . di l igent L . techniques M. submitted N . opposed O . casual