_The analysis of talent._ Music educators are coming now to a recognition of the principle that musical education, public and private, should be given in proportion to the possession of natural talent and in the direction for which the most favorable indication is found on the ground of specific talents. Such talents reveal themselves through the daily activities of the schoolroom, where the alert teacher understands their significance and directs them wisely. There are certain basic abilities which are favorable to a musical life. Some of these can be measured accurately with the _Seashore Measures of Musical Talents_ in a revised edition now available through the RCA Victor agencies. They are concerned with the senses of pitch, loudness, time, timbre, and rhythm, together with tonal memory. These may be given individually to children between the ages of six and ten if administered with good judgment and the child is not required to write the answers. However, if the teacher is trained in the musical analysis of talent and the critical observation of children's behavior, inceptive achievement, and interests in the musical situation, it is possible to proceed without instruments, since the teacher will know what to listen for and will be competent to observe with sufficient accuracy for the purpose in hand. After the fourth grade, "measures of talents" may be given either as individual or as group tests. They may furnish a key to the most natural development of musical type; such as, the tonal, the dynamic, the temporal, or the balanced types, on the basis of degree of responsiveness to each of these factors as well as on other specific adaptations for voice or instrument. The teacher who has such concrete facts in hand will observe and plan the child's development more critically. Every private teacher should have a conception of the significance of individual differences in talent, and might well utilize measurements of this kind in the studio. The progressive private teacher should also be able to serve parents in an advisory capacity on such matters. It is not necessary that the teacher should be an expert in testing; but it is essential that she should understand the nature of musical talents and have the sort of insight into child life which has been developed so splendidly in recent scientific studies of child behavior, especially with reference to the recognition of natural abilities, the early fostering of these, the devising of effective motivation, the awarding of praise and blame, and the setting up of standards of achievement recognizable by the child. It is, furthermore, reasonable to demand that the teacher herself should present a good voice in song and speech, have some proficiency and ingenuity in the manipulation of simple instruments, and feel deeply the love of music.