Has not every new presentment of every subject in the school curriculum
been greeted with the same chorus of depreciation at first? Why should
music, the latest arrived of the subjects on the regular curriculum,
fare differently?

Remember that the head of a school has often to keep in mind, not only
his or her ideals in education, but the wishes of a governing body and
of the parents.

A short demonstration of work done under imperfect conditions will often
throw a flood of light on the aims of an enthusiastic teacher, who has
been struggling in difficult surroundings. 'I had no idea you were doing
all _this_ with the children' has been the admiring comment of more than
one former unsympathetic critic, and conditions are at once altered in a
generous spirit.

Above all, the young teacher must remember that it is of the first
importance not to lose her enthusiasm for the work. She must keep
herself up to date by being in touch with general musical life outside
her immediate circle. She should belong to a musical society, and take
every opportunity of attending lectures, &c. She should organize musical
clubs and meetings among her pupils, and encourage a healthy attitude of
kindly criticism.

And, finally, she must be always working at something to do with her own
music, for directly she ceases to put herself, from time to time, in the
attitude of the learner, she will cease to be a sympathetic and
stimulating teacher.