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that the latter is bad-tempered, will quite probably be told that it is his own fault for not making better progress. Parents of this type are quite common. They have but little knowledge of music themselves, and look on their child's teacher as musically omniscient. From some points of view this is much to be desired-there are few things more aggravating to a teacher than the parent who wishes to advise on what the child shall or shall not do. But it must be admitted that the average parent rarely seems to take much pains over the choice of teacher, or to find out if the child is making the progress he should, or whether relations between teacher and pupil are what they should be.

3. Our third essential-perseverance-is one which it is all too easy to overlook. The young teacher has to remember, as has already been stated, that what may appear simple enough to him may be far from straightforward to the pupil, and it is often necessary to go over and explain any given matter a large number of times before the pupil really grasps it. In this the necessity for perseverance, with unlimited patience, is seen. It is, to take a single example, a common enough experience to explain some new matter to a pupil at the lesson, and to find at the next lesson that it has not been properly understood at all.

Explanations must then be gone over again, and this process, however boring to the teacher, must be continued until the matter is thoroughly grasped. Much time and trouble are saved by the way the matter is tackled at the beginning. It is practically useless to run over some new point quickly and to trust that the pupil will have grasped it properly. He will probably say he has, just to please the teacher, but at the next lesson lack of understanding will probably be immediately apparent, unless the pupil is unusually quick in the uptake. In introducing any new matter, of whatever kind, be prepared to spend the whole of a lesson at it, and do not leave it until it is certain that it is properly understood.

Never expect a pupil to pick up a thing haphazard : the teacher's work is to teach. This is one aspect of the necessity for perseverance. Another arises in connection with the dull and uninteresting type of pupil. It is all too easy when one finds that a pupil, despite one's well-directed efforts, is making little or no progress, to lose interest in him, and not to take the trouble one should. Every pupil, however dull or slow he may be, should be given a " fair trial " ; the teacher should persevere in trying to get results, however small--and in by far the majority of cases it will be found that ultimately there will be some reward for hard work.

4. The necessity for tact is a point which is sometimes overlooked by the young teacher, especially where the giving of praise or blame is concerned. This point will be more fully considered later. For the present let a single warning suffice : Remember that children have just as sensitive feelings as adults.

To be continued


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