In brief, the private lesson to the child should pattern, at the child's age level, after the procedure followed in adult instruction in music at its best; namely, that of sympathetic and inspiring criticism and guidance rather than the dealing out of predigested pellets of interpretation and technique. The general attitude to be cultivated in the child should therefore be freedom for self-expression rather than mere willingness to absorb set tasks. In this attitude the problem of scales, exercises, and calisthenic techniques will come in the natural course of events without being forced. _Music lovers vs. virtuosi._ One of the first essential steps in training at this level is to educate the mother to the notion that only in very rare cases will the child become a virtuoso or a professional musician, and that she has no right to pose as an exhibitioner. The normal child is richly endowed with powers for diversified development. By too early emphasis upon a "gift" it is possible to produce monstrosities and pathological temperament. True, a gifted child beginning, for example, by taking lessons at five and being effectively motivated, may produce extraordinary results before ten, but generally at the expense of a normal development of the child as a person. An ill-guided enthusiast can make of the bright normal child a mathematical freak or a contortionist before the age of ten; but who wants that for the welfare of the child? It is a form of human sacrifice. The time for intensive specialization should normally come after the age of ten. Parents and teachers should shun the development of precocity as they shun disease. Indeed, in ninety cases out of a hundred, excessive precocity is a form of disease, a distortion of the normal personality. The goal in musical education in this period should be to recognize individual differences, natural capacities, and native interests and urges in their natural stages for the development of a well-rounded personality. We have long since abandoned the notion that every girl should play the piano. What we need to learn now is that we should not allow the musically-gifted child to die with all the music in him, and that the musically gifted should not be exploited. The middle ground is that all children who have musical ability should learn to love music and live it naturally, each according to his ability. THOUGHT REVIEW General Principles (1) Music should function early in the life of the child. (2) The primary grades should constitute a period of orientation. (3) By the end of this period talent should have been discovered and analyzed. (4) Voice training should be given a permanent place in all the grades for both boys and girls. (5) Music is a skill which should be learned and lived rather than be taught. (6) Wise motivation should replace much teaching.