This is briefly the essential part of the Jacques-Dalcroze school of Eurhythmics. The method falls into three main divisions: (1) ear training; (2) rhythmic gymnastics; and (3) improvisations. The ear method is nothing but the training of the pupil in an accurate sense of pitch and a grasp of tonality. However, the system of teaching rhythmic gymnastics is based upon two different methods: _time_ and _time-values_. Time is expressed by movements of the arms; time-values--note durations--by movements of the feet and body. A combination of these two methods is called the plastic counterpoint, in which the actual notes played are represented by movements of the arms, while the counterpoint in crotchets, quavers or semi-quavers, is given by the feet. The crotchet as the unit of note-values is expressed by means of a step. Thus for each note in the music there is one step. Notes of shorter duration than the crotchet are also expressed by steps, only they are quicker in proportion to their frequency. ‘When the movements corresponding to the notes from the crotchet to the whole note of twelve beats have, with all their details, become a habit, the pupil need only make them mentally, contenting himself with one step forward. This step will have the exact length of the whole note, which will be mentally analyzed into its various elements. Although these elements are not individually performed by the body, their images and the innervations suggested by these images take the place of the movements.’ The first training of a pupil in the Dalcroze school consists of steps only. Simple music is played to which the pupils march. After the pupil has an elementary command of his legs the rhythmic training of his arms and body begins. At this stage the simple movements to indicate rhythms and notes are made a second nature of the pupil. This can be compared to the pupil’s learning of the alphabet. Plastic reading consists of composing more or less definite images from the elementary rhythm-units. This is done either individually or in groups. The pupil is taught to form clear mental images of the movements corresponding to the rhythm in question and then give physical expression to those images. As a child learns to compose letters and syllables to words and words to phrases, a Dalcroze pupil is taught to understand the elementary parts of the music and the rules of its composition and to recompose it into a lengthy series of body movements.