l sometimes suggest that a recital shall consist of the
performance of two or three of these only, and that each pupil should
play more than once.

Such suggestions should be frowned at.

What we want, if we have an educational end in view, is not so much to
give the few musical children in a school the opportunity of gaining
experience in playing in public, and indirectly of showing their
progress to an admiring audience, but we want to give every music pupil
in turn the same opportunity.

All children need experience before they can play to others in such a
way that they not only do themselves justice, but give pleasure to
their listeners.

Pieces played at such recitals should invariably be by heart. The
nervous pupil may possibly break down at her first appearance, but she
will be quickly succeeded by a more confident player, the little victim
of 'nerves' will be soon forgotten, and the experience gained in this
way is invaluable.

Before a recital a rehearsal should be held in the same room in which
the recital is to take place. Few people seem to realize the immense
difference made to children by a change of environment at such a time.
The pupil who will play her piece on the piano without one mistake to
her mistress, and in the room to which she is used, will often be
troubled at playing it on another piano, and in another room.

A child was once known to break down in an evening recital, and when
asked the reason, said: 'I have never played that piece before with a
candle near me, and I didn't like the shadows on the piano.'

This sort of remark gives a real insight into the child mind.

Another small point may be mentioned. In the lessons just before a
recital the mistress should go to the end of the room in which the
lesson is given, while the child is playing her recital piece, in order
that her supporting presence near the child may not be missed at the
recital.

The recital will probably be followed by some form of reception by the
school authorities of the parents of the pupils. No teacher should miss
this opportunity of getting to know the parents of her pupils. A
friendly talk over the progress, or lack of progress of a child will
often result in sympathetic help being given at home, and, in any case,
the teacher will probably learn something about the character and home
environment of the child which will help her in her work.

Partly owing to lack of time, and partly because some pieces wil