_Group instruction._ The old-fashioned piano lesson was at fault in various respects. First, time was taken to tell the pupils, individually, the elements of musical notation; second, the main function seemed to be to make the pupil "get" his lesson; and third, the child was expected to acquire a love of music through the technical approach. These things are now changing. The pupil now coming from the respectable primary school already has acquired the elements of sight reading, both from ear to eye and eye to ear. Any new element in notation can certainly be picked up incidentally as needed, without waste of time. The position of the teacher as a taskmaster is also disappearing. True, that eliminates many a pupil, but probably without much loss to the musical life of the community. The child comes to the private teacher already motivated with a feeling and urge for music. Musical achievement is no longer counted in terms of the number of lessons taken. The function of the teacher is far more to motivate than to teach. The thing that counts is how long and faithfully the pupil works to acquire the proficiency which can only come through practice. What can be taught in one lesson should suffice for several times as much practice as is ordinarily expected. Better than having the teacher crack the whip for many periods would be to give the time available for lessons to the pupil for practice and use more remunerative rewards, even a percentage of the teacher's fee, to encourage self-help in a larger assignment through adequate practice. One of the significant advancements in private instruction for children of this age lies in the direction of class or group instruction. No effort is made to force all children into the same cast. Small groups are formed on the pattern of chamber music, taking children of matched abilities and interests and using music progressively adapted to their level. Many forms of class instruction have failed on the ground of the teacher's inability to use informal procedures in some form of project method. Duets, trios, quartets, all in the competitive and play mood, can accomplish great things, even with the youngest children. Few private teachers have awakened to a realization of the fine possibilities in that approach. This method is especially adapted to primary instruction in private music schools in which there are enough pupils to make competitive promotions from group to group. Most of the musical information and the motivated drill can be accomplished through the group. The recognition of this principle may lead to the development of extracurricular and private organizations under an inspiring teacher or group of teachers for private instruction.