always take to teaching, but this is of course a lamentable
perversion of the truth. There are diversities of gifts, but the same
spirit, and certainly as high a degree of spiritual perception is
necessary for the teacher as for the executive artist. The teacher has
merely chosen a different technique for its expression. Not so many
years ago the teaching profession was known as "the refuge of the
destitute," but we are changing all that with the revaluation of values
which is being forced upon us by the logic of events. In course of time
the old type of teacher must become as extinct as the dodo.

[Note 16: Canon J. H. Masterman.]

Effective teaching can never be done to pattern, for the simple reason
that pupils are not machines or blocks of wood and cannot be turned out
to sample. Every pupil is unique: he is the inheritor of a spirit which
is peculiarly his own, and of a body in its endowments and proportions
unlike that of anyone else, and in his nervous system he possesses
special pre-dispositions and "potentially linked paths" which provide
him with particular adaptabilities and traits. Were the teacher to treat
every pupil alike, his scheme would probably truly fit none of them: but
as a matter of fact each one of them calls for insight and special
treatment. So the teacher learns from every pupil, and the experience
garnered from contact with the many phases of human nature renders his
judgment the surer and his sympathy the more sound. But this, quite
obviously, is mind-moulding and character-building, with the emphasis
laid upon the teaching of the pupil rather than the subject.

The three generally accepted divisions of mind are (_a_) intellect;
(_b_) feelings; and (_c_) will; and in these directions the teaching of
music should have far-reaching effects upon the culture and the outlook.
Observation is the root of all mental growth: it supplies the mind with
the necessary food for development and expansion, and according to the
range and definiteness of the evidence supplied by the senses, so is the
foundation laid for a good memory and a lively quality of imagination.
The earliest lessons will thus be a stimulus to mental growth: the pupil
will learn to take in by the eye and the ear, and what he takes in will
enable him to understand and to appreciate more and yet more. He will be
taught that everything in music means something, and even exercises will
be invested with a meaning and a purpose of their ow