admitted, two further questions at once arise: firstly, whether it is possible to develop the colour faculty by education in the individual and in the race; and, secondly, whether colour-music has any such educative influence.
As to the first of these questions. It is sometimes asserted that it is impossible to develop the musical faculty in those who do not possess it, that without a natural talent for music a musical education is of very little use. When we come to examine this assertion, however, we find that it is but a half-truth. There are doubtless persons who, having no musical ear whatever, can by no possibility be taught to appreciate music, much less become musicians. But for the majority of people, starting with some slight appreciation of music, it is quite certain that much can be done by education to develop their pleasure and interest in it. We know that this is so, and were it not most of our study of music in schools and colleges would be useless. The recent improvements in the musical education of children upon new aural methods have also proved it.
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