Abstract
IN THE STUDY of child psychology we find that the reflexes, reactions, responses, and emotions of a newborn child are more or less complex. We also find that no two infants are quite alike. These differences are consistent throughout human life. It is obvious that anyone at all interested in teaching music properly ought to know something about these individual differences. Child psychology has a relevancy to music education so evident that we need hardly point it out. Psychology, however, cannot dictate one specific method of procedure. It can formulate principles upon which various methods and procedures may be used with a reasonable amount of success. Psychology, to the teacher, should have the same relative importance as ammunition to a firearm. The ideal teacher is one
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