t an effective procedure
in reality. All the boys who were not in the choir had to attend a
practice for the musical part of the service, while the choir had the
privilege of a free time. There was no grievance about this, and it was
taken simply as a matter of routine. Further, in addition to the usual
Shields that were won and kept for the year by the various competing
"Houses," for cricket, football, sports, cross-country running, etc.,
there was a "House-singing Shield." This was competed for by the various
houses, each of which had to put up an S.A.T.B. (four-part) choir. The
competition consisted in the singing; of a compulsory glee, chosen by
the authorities some months in advance, and a voluntary part-song
selected by the competing choir. Both were to be sung without
accompaniment. If the house-master happened to be musical he generally
undertook the training of the choir: but if he were not, then a head boy
took it on. The standard achieved was, as a rule, remarkably good. At
the time of which we speak there were five competing houses in a school
of some two hundred boys, and this means that in the school there were
five complete four-part choirs capable of singing an unaccompanied
part-song. Practically every boy belonged to one or other of the
choirs, for marks were added to the total in proportion as the number of
boys singing rose, as compared with the total number in the house.

We cite this case from our own experience in order to show what has
actually been accomplished in the way of fostering the love of music in
one Public School. We are aware that this standard would appear entirely
visionary to the authorities of some other schools: there are some to
whom the idea of one choir singing in two parts seems more than is
practicable. But when music is recognised as an integral part of
education, as it used to be in Greece, then we may look forward to a
different standard indeed. We may also recognise that unless education
itself pays some attention to the emotional and feeling side of life, it
is leaving neglected an element which has no little to do with national
stability and sanity, since these can only be grounded upon the
manifestation of spirit in love and service.

CHAPTER X

THE ARTISTIC TEMPERAMENT

"Conventions mean very little to the artist, because
conventionality arises either from mental laziness or fear of what
others will say and think. Moreover the true genius must ever have
th