(1) I listened to the droning voice of a mother reading to her small son. Would it be better for the mother to tell the story with animation? (2) Mrs. Brown is what is termed "high-strung." She has much to do with household duties. Her three toddlers ask many questions, over and over again. She finds herself speaking louder and louder with each repetition. What would you suggest? (In a similar situation a five-year-old said, "Mother, why don't you relax a little?" C. E. S.) (3) In the Black household the radio is on continuously. Is this helping the musical education of the older and younger children? (4) "I simply can't get Johnny to practice his music lessons unless I sit down with him and make him do it," says Mrs. Young, who voices the complaint of many ambitious parents. What would Doctor Seashore say? (5) A mother, musically talented, said to me, "I simply can't help my children at all with their music. I get frantically impatient with them." (6) In a crowded railroad station I was admiring a lovely looking woman who held an equally lovely looking child by the hand. Then she spoke to the woman sitting next to me and it was with great effort I kept a look of consternation from appearing on my face. Her voice was harsh, metallic, unmodulated. Is it possible for her to help herself? ----- Footnote C: This outline was prepared by May E. Peabody, Supervisor, when it appeared in _Parents' Magazine_. It seemed to me so stimulating for thought about the reading that I have adopted this general plan for all the chapters in this volume. C. E. S. Chapter III MUSIC BETWEEN THE AGES OF SIX AND TEN The question "_When_ should music education begin?" is now coming to be "_How_ should music education begin?"; because we now recognize that music should play a large role in the first five years of child life.