retentive memory, painstaking effort, strength of mind and character. To
possess these qualities at their best abundant thought must be sown.
Merely to ring changes on the emotions will not elevate to the heights.
The musical education that educates makes of the reasoning powers a
lever that keeps the emotions in their rightful channel.

Aristotle, who dominated the world's thought for upwards of two thousand
years, attributed his acquirements to the command he had gained over
his mind. Fixedness of purpose, steady, undivided attention, mental
concentration, accuracy, alertness, keen perception and wise
discrimination are essential to achievement. This is true of giant
minds; it is equally true of average intellects. The right musical
education will conduce to these habits. Musical education without them
must inevitably be a failure.

Music study is many-sided. To make it truly educative it must be pursued
from both theoretical and practical standpoints. It should include
technical training which affords facility to express whatever a person
may have for expression; intellectual training which enables a person to
grasp the constructive laws of the art, its scope, history and
æsthetics, with all that calls into play the analytic and imaginative
faculties; and spiritual development which imparts warmth and glow to
everything. Even those who do not advance far in music study would do
well, as they proceed, to touch the art on as many sides as possible, in
view of enlarging the musical sense, sharpening the musical perception,
concentrating and multiplying the agencies by virtue of which musical
knowledge and proficiency are attained.

"Truth," said Madox-Brown, the Pre-Raphaelite, "is the means of art, its
end the quickening of the soul." Music does more than quicken the soul;