They're really different. I think I have already mentioned that while in the UK people generally find a private teacher for their instrument, or do it through a school scheme, here there are municipal music school, conservatoires and so on. The situation is a little more complex than I had first understood, because the schools vary in the rigidity of their organisation: the most, the conservatoires, next the municipals, then the associations. Our music school is an association, but it tends to apply the standards of the municipal schools with its programme of cycles, etc. Britain - grade 1 to 8, grade 8 being roughly equivalent to A-level, pre university/conservatoire. France - 3 cycles, each taking about 4 years, with 3ème cycle being roughly equivalent to grade 8. Theory of music - UK to take grade 8 you need theory grade 5. In France you study theory alongside your instrumental studies, very slowly. Catrin's flute music is MUCH more difficult than the stuff she does in theor
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Of course, I wouldn't describe him as lucky, but wasn't he lucky?
Nah!
That goes beyond 'common grace', I suppose it now depends on what happens with the grace extended and the opportunities given.
So when chatting with Tyndale - or indeed any of his contemporaries - you can rest assured the word lucky is neither forbidden nor misunderstood.
N.B. Just for the benefit of nit-pickers like me, I realise I've used it there, but you all get the context - don't you?