This article examines the pedagogical and psychological implications of automated music training. The author does not discuss theories of learning, reinforcement theory, or other purely abstract axioms except as they apply specifically to the problems at hand. There is no presentation of the results of experimental work, consequently the tone of this article is not that of a research project. Instead, the author informally discusses the possible advantages to be gained by means of automated procedures in music training, and various problems inherent in that approach.