In this article the twelve statements in the Housewright Declaration (2000) are examined in the context of trends and developments in the music education profession since the Declaration was published. A brief context for the time period is provided, focusing on three influential trends--nationalism, justice and equity, and new forms of communication enabled by advancements in technology. Discussion of the Declaration statements is organized around two overarching themes--inclusion and widening horizons. The theme of inclusion addresses students, teachers, curricular content, dimensions of music making, and music education for all persons across the lifespan. The theme of widening horizons includes a broader definition of music making, incorporation of new technologies into school practice and professional forums, collaborations and partnerships, and an expanded role for the music educator. I identify barriers that may have impeded the full realization of the Declaration, and offer ways in which the ideals of the Declaration can be further advanced: embracing heterogeneity, facing up to racism, acknowledging the power of tradition, and connecting the 'houses' of music education.