We cite this case from our own experience in order to show what has actually been accomplished in the way of fostering the love of music in one Public School. We are aware that this standard would appear entirely visionary to the authorities of some other schools: there are some to whom the idea of one choir singing in two parts seems more than is practicable. But when music is recognised as an integral part of education, as it used to be in Greece, then we may look forward to a different standard indeed. We may also recognise that unless education itself pays some attention to the emotional and feeling side of life, it is leaving neglected an element which has no little to do with national stability and sanity, since these can only be grounded upon the manifestation of spirit in love and service. CHAPTER X THE ARTISTIC TEMPERAMENT "Conventions mean very little to the artist, because conventionality arises either from mental laziness or fear of what others will say and think. Moreover the true genius must ever have the capacity to feel deeper love and emotions than the man in the street" Eaglefield Hull We frequently hear the "artistic temperament" referred to in ordinary conversation as if it were some kind of a vice, a mental aberration or a disease: and it is certainly doubtful whether those who so casually discuss the subject have any clear idea as to what constitutes this particular equipment. That no great work of artistic merit can be accomplished in its absence is more or less tacitly agreed, but it may be interesting to consider in what this essential basis of artistic success consists.