, in addition to sight-singing and dictation. It is
certainly quite impossible to do so, and this is one of the reasons for
apparently slow progress. But there is, however, a good side to the
difficulty, for such work ought not to be hurried, and it is well to
leave a little breathing space between the references to it.
Teachers are sometimes heard to speak with regret of the high spirits of
their classes, which lead to restlessness. But we should never regret
_force_ in a child, and we must realize that all pent-up force needs a
safety-valve. It must be our business to direct such force into safe
channels. Keep the children really busy, give them plenty to do, and
there will be no cause to regret their vitality.
CHAPTER XIII
THE TEACHING OF THE PIANO
It is impossible, within the limits of a chapter, to do more than dwell
on a few practical points connected with the teaching and organization
of this work in a school. As was said in the preceding chapter, the
ideal for all young children who are about to learn the piano is that
they should first go through a short course of ear-training.
Pages:
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91