Private lessons should be built upon this background and designed to carry this type of program forward during the next four years with progressive enrichment of opportunities on the basis of talent thus revealed and with these types of activity as a goal in the beginnings of formal training. This point of view turns a large part of the job of the private music teacher over to the primary school where it is favorably developed; because only in the group activity and in the avocational attitude with the avocational atmosphere under technically qualified teachers can this program of musical education find its best fruitage for children in general. The private teacher is falling from her high pedestal of the power to cast the child's musical mind in the pattern of her own image within a limited musical skill at this age. On the other hand, the ideal of the school situation which I have pictured will play happily into her hands by furnishing a background for a systematic study of voice or a particular instrument. In this procedure, the child's interest may well concentrate around a single instrument. Furthermore, we are just awakening to the fact that voice development should begin in this period. New techniques for the development of a beautiful voice are coming in, and are adapted to this age. They should play an important role in this orientation period, and the child's interest may concentrate around this, as well as around an instrument, especially through the association of artistic forms of speech with song.