ngthen
even the talent which has apparently to be checked, by giving it space
and equilibrium and the power of repose. Even if art should be their
profession or their life-work in any form, the sacrifices made for
general education will be compensated in the mental and moral balance of
their work.

If general principles of art have been kept before the minds of
children, and the history of art has given them some true ideas of its
evolution, they are ready to learn the technique and practice of any
branch to which they may be attracted. But as music and painting are
more within their reach than other arts, it is reasonable that they
should be provided for in the education of every child, so that each
should have at least the offer and invitation of an entrance into those
worlds, and latent talents be given the opportunity of declaring
themselves. Poetry has its place apart, or rather it has two places, its
own in the field of literature, and another, as an inspiration pervading
all the domain of the fine arts, allied with music by a natural
affinity, connected with painting on the side of imagination, related in
one way or another to all that is expressive of the beautiful. Children
will feel its influence before they can account for it, and it is well
that they should do so--to feel it is in the direction of refusing the
evil and choosing the good.

Music is coming into a more important place among educational influences
now that the old superstition of making every child play the piano is
passing away. It was an injustice both to the right reason of a child
and to the honour of music when it was forced upon those who were
unwilling and unfit to attain any degree of excellence in it. We are
renouncing these superstitions and turning to something more widely
possible--to cultivate the audience and teach them to listen with
intelligence to that which without instruction is scarcely more than
pleasant noise, or at best the expression of emotion. The intellectual
aspect of music is beginning to be brought forward in teaching children,
and with this awakening the whole effect of music in education is
indefinitely raised. It has scarcely had time to tell yet, but as it
extends more widely and makes its way through the whole of our
educational system it may be hoped that the old complaints, too well
founded, against the indifference and carelessness of English audiences,
will be heard no more. We shall never attain to the k