esent persistent demand that music teaching shall become more
systematic and therefore more efficient in turning out a more
_intelligent_ class of pupils, it has become increasingly necessary to
establish courses in which the prospective teacher of music (after
having had considerable experience with music itself) might acquire a
concise and accurate knowledge of a fairly large number of terms, most
of which he has probably already encountered as a student, and many of
which he knows the general meaning of, but none of which he perhaps
knows accurately enough to enable him to impart his knowledge clearly
and economically to others.

To meet the need of a text-book for this purpose in his own classes the
author has been for several years gathering material from all available
sources, and it is hoped that the arrangement of this material in
related groups as here presented will serve to give the student not only
some insight into the present meaning of a goodly number of terms, but
will also enable him to see more clearly _why_ certain terms have the
meaning which at present attaches to them. To this latter end the
derivations of many of the terms are given in connection with their
definition.

The aim has not been to present an exhaustive list, and the selection of
terms has of course been influenced largely by the author's own
individual experience, hence many teachers will probably feel that
important terms have been omitted that should have been included. For
this state of affairs no apology is offered except that it would
probably be impossible to write a book on this subject which would
satisfy everyone in either the selection or actual definition of terms.

In formulating the definitions themselves an attempt has been made to
use such words as _note_, _tone_, et cetera with at least a fair degree
of accuracy, and while the attitude of the author on this point may be
criticized as being puristic and pedantic, it is nevertheless his
opinion that the next generation of music students and teachers will be
profited by a more accurate use of certain terms that have been
inaccurately used for so long that the present generation has to a large
extent lost sight of the fact that the use is inaccurate. The author is
well aware of the fact that reform is a matter of growth rather than of
edict, but he is also of the belief that before reform can actually
begin to come, the _need_ of reform must be felt by a fairly large
nu