Don't talk about the mistakes but so shape circumstances that all events may be used for good. There is something which can be utilized in everything which happens to us. The bee finds honey in every flower—more in some than in others, to be sure, but none are without sweetness.
REGULARITY.
"It is the regularity of the laws of nature which leads us to put confidence in them and enables us to use them." Thus writes Dr. McCosh and he was a keen observer of men and things. His remark suggests that teachers can and will be trusted and used who, by their regularity, awaken confidence. He who attracts and enthuses can for a time command attention. His work will only be lasting and his hold upon the musical public be good when there is something of permanent value behind the enthusiasm. Slowly but surely we are reaching the knowledge that in music there is all of life, and that only as we make music part of ourselves is our life rounded. We have reached the place when we can feel that he who has no love of music suffers an infirmity akin to the loss of sight or hearing. We have also reached the belief that everyone must cultivate the musical faculty. We are passing through this life to one beyond and he who raises himself nearest the perfect man, best uses the span from birth to death. In and through music, especially on its side of education, more can be done than can be in any other way. General culture, college education, mental development are, in their proper place, to be used but neither will do so much for man as will music. In thus developing that faculty we acquire something also, which, as executant musicians, gives us delightful influence over our fellows. Such is the possibility of a teacher to so make mankind better that he becomes a noble instrument of service in God's hand. But he who knows his position best and by regularity of mind, body and estate, by system, certainty and reliability, obtains the confidence of the musical public, can best be used as an instrument in that service.
ASSERT INDIVIDUALITY.
Personal freedom of action must for a time be surrendered by pupil to teacher but it should be for limited time only. The impress of the teacher's mind can be made upon the pupil in two seasons of study if it can be at all. Perhaps most pupils receive all that the teacher can give them in six months. As soon as they have that should they leave that teacher? Not at all. They should then begin the use of their own individuality—letting it, little by little, assert itself. The practical application of individuality should be as carefully attended to as is any part of the pupil's education. Perhaps it should have more attention. More than one, more than a thousand, every year wrecks her good and great future by what we term wilfulness or waywardness. The name is misapplied. The individuality is then asserting itself and it is then that the pupil needs the skillful and firm hand of the master. The keen clear judgment which comes from experience is worth to the pupil more than the cost of many lessons. The life is planned then. It is a time of bending the twig; the tree grows that way. The wrecking which is so often seen arises because the pupil changes to a teacher who does not understand the case. The new teacher must study it all over. Before that can be done the pupil is spoiled and disappears, disappointed and disgusted. Receive the personality of the teacher, pupils, but then allow him to lead you onward as you bring out your own individuality.
EDUCING.
Educing is bringing out or causing to appear. Teachers impart and call that educating. The reverse of the common way is best. Instead of imparting all the time to the pupil seek to draw out from the pupil that which is in him. Cause it to appear. In this way will one's teaching faculty be improved and he will become the better teacher. Often the education must be against counter influences and, it seems frequently, as if it were against the wish of the student himself. Yet the skillful teacher can overcome the prejudice of the pupil and the adverse influences, and reach his results. A help in thus using one's skill lies in the fact that what is to be drawn out lies divided into two distinct classes. One is that which pertains to execution and the other to knowledge. They are widely separated. The first is to be trained so that it cares for itself without the thought of the student or singer and the other so that it is always ready to respond to the quickest thought. There is in the two classes variety enough to keep the most active teacher on the alert and to make for him the highest kind of ministration to mankind which is open to anyone. Later may come the comfort of joining the two classes, synthetically, thereby making the rounded and completed artist.
It occurs to one's thought at once that he who would draw out what there is in another, must know something of the machinery which he would cause to act and also of the mind which is in command of that machinery. This is the basis of the teacher's education, without which he cannot be a good teacher. As a young teacher he has the right to teach those who know less than he does. He imparts then. As an educator he must be more than what he was at first. He must keep his own education above that of his fellows and he must become able to educe.
CHAPTER VI.
CUNEUS CUNEUM TRUDIT.
"Art! who can say that he fathoms it! Who is there capable of discussing the nature of this great goddess?" Beethoven.