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5. The necessity for the teacher to be enthusiastic about his work seems obvious. If he is not keenly interested he can hardly expect his pupils to be so, and without keenness no good results can be hoped for. The unenthusiastic teacher will not give of his best to his pupils, and they will soon sense this. Those who are keen on their work will resent it, and probably try to change to another teacher. Those who are lazy or not keen will assuredly interpret the teacher's attitude as a licence to " slack," and progress will be negligible. A really keen teacher can get results from the most unpromising material, while the unenthusiastic one will often do but little with the most gifted pupil.

6. The virtue of punctuality may not seem to have much to do with the teaching of music, but it is nevertheless a most desirable attribute of a teacher. Anyone who has had to wait time after time for the teacher to arrive (and then possibly have the lesson curtailed) will realise the truth of this. Unpunctuality creates a bad impression, however good the teacher may be at his work. It tends to make the pupil feel that in the eyes of the teacher he is of little importance, and that his con- venience may be disregarded ad lib. Admittedly occasions are apt to arise when one cannot help being late, and apology and explanation will always be accepted ; but continuous unpunctuality is another matter. The writer's experience of a professor who was rarely less than twenty minutes late-if he arrived at all-led to a change to a teacher who was perhaps not quite so brilliant, but who could at least be trusted to appear on time. After all, if a pupil is paying to be given a lesson of a certain length at a certain time, he has a right to it.

7. The ability to impart one's knowledge to others, while obviously the most important of these qualifications, is, perhaps the least common, and is certainly the most difficult to acquire. It is one of the things which go to prove that the good teacher is born, not made, and is the only refutation of Mr. Bernard Shaw's jibe that " he who can, does ; he who cannot, teaches ! " It is a common saying that " the greatest fool often makes the best teacher," and there is more than a little truth in this. The reason is that the fool, who has only acquired his knowledge by patience and perseverance, stands a better chance of remembering how he got that knowledge, and how things had to be presented to him so that he could understand them. The brilliantly gifted person learns things so easily that he cannot necessarily remember how he did so, and also often cannot explain how he does things, as in the case of the eminent pianist mentioned in section I. Now, it is not impossible for anybody to analyse the method of performance of any given action, and it is essential that the teacher should do this. In the case of the pianoforte teacher, for example, he must know exactly how every point of technique is performed, otherwise he cannot explain it. There are numerous books on this particular subject which may be

To be continued

 

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