The teaching of singing is fraught with psychological problems not met with in the other branches of applied music. The inordinate physical and mental concepts with which the singing teacher must deal result in the necessity that the singing teacher, to be highly efficient, must be a practicing psychologist. In the writer's experience, first as student and then as teacher and observer of the work of other teachers, it has become obvious that in the minds of the majority of pupils, diction problems are so paramount that they supercede the purely vocal aspects of singing. As the language sounds are rightly but a point of departure for the building of a beautiful and expressive singing tone, it seems absolutely essential that the way must be pointed whereby language in singing can find its proper place in the pupil's development, where it can assume the position of a help rather than a hindrance in vocal achievement.