In times of difficulty, it is easy to see what many policymakers value. It would seem that many of them view the arts as a noncrucial element of a child's school curriculum. They want to cut music because they do not value music for its own sake, nor can they see how music could possibly help students in math, reading, or science. But what do the scientists say? According to neuroscientists from Harvard, Stanford, and the University of Oregon, policymakers should think twice before cutting arts programs in the schools. This article discusses the cognitive benefits of the arts and suggests some ways of advocating brain-based-research music. (Contains 15 notes.)