e desired, but the manner of imparting it just as
bad--such as would be condemned in any well-conducted Public Elementary
School. Uncontrolled temper, the cane, boxing of the ears, are matters
which go far to prove a teacher very seriously incompetent as a teacher.
A cathedral organist is specially exposed to the temptation to
hastiness and harshness, owing to the power he possesses. A parent
values the position of a chorister for his son, and the organist is
tempted soon to take advantage of the parent's unwillingness to withdraw
his son. In a parish choir, either voluntary or paid at a very low rate,
the exhibition of bad temper or discourtesy in manner is quickly
followed, in all probability, by the loss of the offended chorister.
Offensive manners on the part of the trainer quickly endanger the
existence of the choir. Not so in cathedrals, and the cathedral organist
knows this. 'I cannot think why that boy does not sing in tune; I have
boxed his ears;' said a cathedral organist once to me quite seriously.
This proves, I think, how blind even a highly-trained musician may be to
the need for any art in the mode of imparting instruction. I fear there
is a vulgar notion (only half defined, most probably) that irascibility
in the musical trainer is a mark of genius. I write from experience,
having been upwards of a quarter of a century in cathedrals, and a
considerable portion of that time precentor."

In conclusion, the custom of throwing a halo of sentiment round
choir-boys, and petting them, is much to be deprecated. It has become
the custom to write tales and songs about them, in which they are made
out to be little angels in disguise. All this is very foolish and
harmful. Choir-boys, as a rule, are no better and no worse than other
boys. They respond well to wise treatment, but need to be governed by
common sense, and to be taught their places. I am myself somewhat to
blame for illustrating this book with two pictures of choir boys. It is
really inconsistent.

CHAPTER IV.

VOICE TRAINING.

{ C2
{ B1
Small { A1
{ G1
{F1
Upper Thin. {E1
{ {D1
{C1
Lower Thin. {B
{A
{G
{ {F
Upper Thick. {E
{D
{ C
Lower Thick. { B_1
{ A_1
{ G_1

Before co