and attain high positions as teachers their advice is sought on matters of technique. Finding themselves oracles they first consult the oracle by aid of looking glasses, analyse in this way their own actions, and then the one who parts his fingers lays it down as a law that the fingers should be parted, and the one with the peculiar movement of the elbow will not rest until all his pupils have acquired the same eccentricity. I will quote another example of this sort of thing that came under my own observation some years ago. It deals with the left hand, but displays the spirit so well that I feel it is not out of place in this connexion. A thin, delicate lad, with fingers "like needles"--as a brother violinist described them to me--was sent to a German professor whose digits resembled nothing so much as the handles of table knives. This was an excellent violinist, or rather "geiger," for the Germans make this distinction, but owing to the size of his fingertips he could only play semitones in the third position by removing the finger stopping the lower note while putting down the higher one. If he retained the second finger on E on the A string, third position, the third finger would fall too sharp for F natural. This seemed to him such an unalterable law of nature that he made the lad do the same, notwithstanding that the boy could have stopped quarter tones with ease had they been wanted! Had this man made even a superficial study of the hand he would have been spared much profanity and the pupil much heartache and disappointment. Tuition is twofold. There is direct teaching and there is development. The seed is sown and then the soil is watered and tended in the manner calculated to nourish and develop the particular plant to the best advantage. Again, the gardener does not plant his roses in damp shady corners or his ferns in sand. Teachers require to use more of the gardener's judgment. They must cease to look upon their pupils as defective copies of themselves and must not fit them out with technique as soldiers are with clothing. The technique should be made for the particular player. A violinist with an ill-fitting technique is about as elegant as a short man in clothes intended for a tall one, or vice versa. Many cases of bad or defective technique are directly attributable to the teacher's want of perception of "fit."