the near future few schools in the first rank will be without
teaching of this kind. The salaries offered are naturally higher than
those obtained by the old-fashioned 'orthodox' teacher, as more has to
be done, and classes have to be managed instead of individual pupils.

It is impossible to over-estimate the importance of securing plenty of
experience in teaching classes of average pupils of all ages, under
expert supervision. Many an apparently promising teacher has come to
grief in the first post taken, because the knowledge gained has been too
theoretical, and has not been checked by class experience with really
average pupils. The question of discipline is an easy one with an
individual pupil, but in class work it assumes a different proportion.

For the purpose of teaching ear-training, without instrumental work, a
high degree of musical gift is not necessary. Any one who is fond of
music, sympathetic with children, and willing to work, can manage the
course of work necessary before being able to teach classes up to a fair
standard.

The work, which often appears bewilderingly difficult to one who sees it
for the first time, becomes quite simple when approached step by step,
and in company with fellow students. It is also interesting to know that
some of the most satisfactory results obtained in certain schools during
the last few years have been arrived at by teachers possessing only an
average knowledge of an instrument, but who have thrown themselves with
enthusiasm into the study of music as a living language. Such teachers
are bound to succeed, because they are attacking the subject in a
genuinely educational spirit.

A word now on another aspect of the question of training. There is going
to be an enormous difference in the young girl's outlook on life. For
perhaps the first time she has to adopt the attitude of the one who
gives, not of the one who receives. Hitherto she has been receiving
food, clothes, money, education, help in her difficulties, &c., and now,
Fate waves a wand, and the child who has been the centre of interest in
her home and in her school has to learn to give--and to give
generously--as others gave to her.

For the real teacher is never paid for all she does. Her salary is not
augmented in proportion to all the extra help she gives to the backward
or delicate pupil--to the hours of drudgery, outside school hours,
willingly given in order to be prepared for every eventuality of schoo