Unfortunately, as in academic subjects, the real elimination of the unfit is not accomplished effectively, and there are masses of music students dribbling along with at best a low mediocrity as the destination in sight. Since music, to be of service in later life, must be either professional or eminently satisfying as an avocation after advanced work in the subject, the necessity of making discriminating and wise eliminations before a youth is of age cannot be stressed too strongly. A wise selection and guidance at this stage should, however, in no way discourage those who get a genuine satisfaction out of music and are wisely motivated, especially for the keeping of an avocational interest alive with a modest degree of attainment. We must face the fact that most of those who are highly gifted in music and are deeply devoted to it will not enter the profession of music and may be engaged in such exacting occupations as to limit the time that they can devote, avocationally, to their favorite art. Yet of all the lovers of music, these are perhaps the ones who get the greatest enjoyment out of music and contribute most happily to the musical life of the community. It is not sufficient to get children started in musical education. They must also be motivated and given the outlets for self-expression which tend to have lasting value in their lives. A drab picture is drawn by comparing the number of those who, through high school, have had the privilege of good training with the number of those in the best social groups of our cities today who actually contribute, and take pleasure in contributing, to the musical life of the community and to their own personal moments of leisure. Here is a challenge to adult education: a challenge to find and encourage self-expression in music in adult life. Nevertheless, a strong argument can be made for musical education even if it functions only during the period of adolescence.