that was held so
delectable and precious [_i.e._, in Shakespeare's times], that _they
scorned to come to a tavern under twenty shillings_ salary _for two
hours_, now wander [_i.e._, 1643] with their instruments under their
cloaks--I mean, such as have any--into all houses of good fellowship,
saluting every room where there is company with, 'Will you have any
music, gentlemen?'"

Finally, in Gosson's "Short Apologie of the Schoole of Abuse," 1587,
we find that "London is so full of unprofitable pipers and fiddlers,
that a man can no sooner enter a tavern, than two or three cast of
them hang at his heels, to give him a dance before he depart." These
men sang ballads and catches as well. Also they played during dinner.
Lyly says--"Thou need no more send for a fidler to a feast, than a
beggar to a fair."

All this leads to the just conclusion, that if ever a country deserved
to be called 'musical,' that country was England, in the 16th and 17th
centuries. King and courtier, peasant and ploughman, each could 'take
his part,' with each music was a part of his daily life; while so far
from being above knowing the difference between a minim and a
crotchet, a gentleman would have been ashamed not to know it.

In this respect, at any rate, the 'good old days' were indeed better
than those that we now see. Even a _public-house song_ in Elizabeth's
day was a canon in three parts, a thing which could only be managed
'first time through' nowadays by the very first rank of professional
singers.

SHAKESPEARE PASSAGES

I

TECHNICAL TERMS AND INSTRUMENTS

We now proceed to consider some representative passages of Shakespeare
which deal with music.

These may be taken roughly in six divisions--viz. (1) Technical Terms
and Instruments, (2) Musical Education, (3) Songs and Singing, (4)
Serenades and other domestic 'Music,' (5) Dances and Dancing, (6)
Miscellaneous, including Shakespeare's account of the more spiritual
side of music.

To begin on the first division. There are many most interesting
passages which bristle with technical words; and these are liable to
be understood by the reader in a merely general way, with the result
that the point is wholly or partly missed. With a reasonable amount of
explanation, and a general caution to the student not to pass over
words or phrases that appear obscure, there is no reason why these
passages should not be understood by all in a much fuller light.

The following