These questions now inevitably arise: “How can children be taught music itself?” “By what process is it possible for them to become musical?” Obviously through personal experience and contact with good music, and with good music only, first by singing beautiful songs to train the ear and awaken the taste, second by learning how to listen intelligently, and third (if qualified to do so) by learning to play good music on some instrument. Intelligent listening to music is obviously such listening as comprises a complete absorption of all the elements in the music itself. It is not enough to enjoy the “tune” alone, for melody is only one means of expression. The listener must be alive to metric and rhythmic forms, to melodies combined in what is called “counterpoint,” to that disposition of the various themes, harmonies, and so forth, which constitutes form in music. The groups of fives, for example, which persist throughout the second movement of Tschaikovsky’s “Pathétique Symphony” constitute its salient quality; the steady, solemn tread in the rhythm of the slow movement of Beethoven’s Seventh Symphony defines the character of that piece; the weaving of the separate, individual parts in a composition by Bach is his chief means of expression, and his music is unintelligible to many people because they are incapable of answering to so complex an idiom; the latitude in melody itself is, also, very great, and one needs constant experience of the melodic line before one can see the beauty in the more profound melodies of Bach, Beethoven, and Brahms. What we are seeking to do is to make ourselves complementary to the music. We need to see that æsthetic pleasure is not by any means entirely of the senses, but rather of the imagination through training of the feelings and the mind. We want our listeners to assimilate all the elements in a piece of music and then to re-create it in the imagination. It is the office of art to create beauty in such perfect form as shall make us reflect upon it.