in the forefront of his vision. If he substitute Selfishness he
is permanently wrongly adjusted to life, and nothing can go truly right
with him. He is off the lines of his spiritual evolution, and Nature
will take pains to impress the fact upon him: she has her larger vision
to which he must, willy-nilly, conform. The teacher, in handing on the
torch, will thus be able at the very outset to point to this ideal of
Service, exemplified in finding out the beauty or the meaning of the
music, and in passing it on for the benefit of others in song or sound.

Repressed emotions are now recognised as a potent source of trouble,
both mental and physical. In the adolescent stage of youth vital forces
surge through the body, they are perhaps indefinable but they are none
the less potent. "The emotions are there, and it is for us to find the
way in which we can best turn them upward: the time has passed when we
need or can deny their existence, or their expression."[17] These
emotions cannot be permanently repressed, they are too deeply embedded
in the self: they may find an outlet in the amours of youth, or in some
other way. But music offers a means and a channel through which these
emotions may flow in useful direction, and this is a most valuable
service. Failing legitimate expression they not infrequently find an
inappropriate or distorted outlet. There is discord within, and it is
far better that the discord should be resolved harmoniously rather than
ill, or not at all. The study of music at this period may thus result in
marked benefit to the physical health in a perfectly natural manner: for
to forbid any expression to these emotions would be much as if we
forbade a canary to sing or a lambkin to jump. If they can be reflected
in "pure joy" in song we may indeed be sure that the outlet they are
finding is a happy one. The subject is a very important one, but it
leads us far afield from the present scheme. The reader who is
interested may find further treatment of this topic in the present
writer's "The Hidden Self, and its Mental Processes."

[Note 17: Ernest Hunt. "The Hidden Self."]

The modern teacher has progressed beyond the stage of imposing his own
standard of judgment upon the pupil. By introducing the element of
musical appreciation and making the pupil familiar with a wide range of
musical ideas, he will gradually build up his power of discrimination
and judgment and his standard of taste. These are no fixed th