Books › Ayars, Contributions to the Art of Music in America by the Music Industries of Boston (1937) — the Squier, Farley, Rettberg, Rockwell and Elias Howe matter, 1937 › scan 82
Scan 82
Ayars, Contributions to the Art of Music in America by the Music Industries of Boston (1937) — the Squier, Farley, Rettberg, Rockwell and Elias Howe matter, 1937
16 lines. Read by computer on 27 September 2026. Printed page 60. See the scan on archive.org.
1changed and the other for unchanged voices, drill charts of exercises and songs for elementary grades in nine keys, a high school book and a teacher's manual. The harmony of the two and three part music was contrapuntal, being the result of different melodies written one below another.
3The "Cecilian Series of Study and Song" by John W. Tufts was published in 1892 as supplementary school music. There were four books in the complete series for the eight grades, each divided into exercises and songs, a one-book Common School Course and the Euterpean, Polyhymnia and Avedean collections for high schools and choral societies.
5In 1898 the "Modern Music Series" was published by Scott, Foresman and Company, and the publishing rights for this were acquired by Silver, Burdett & Company in 1901. This graded series was the joint product of Robert Foresman, who planned the books and determined the governing psychology, and Eleanor Smith, who as editor passed on all the material, translated many of the verses and wrote many of the songs.10
7This series consisted of a primer with rote songs, a first book introductory to two-part singing, a second reader of graded unison and two-part songs, a third book in two parts—one for changed and the other for unchanged voices—of songs by notable composers with three-part singing prominent, and a fourth book for high schools. In addition there were a complete one-book course, five supplementary books of songs, and teachers' manuals. The arrangements were varied and special attention was paid to boys' voices.
9This course was another step forward in music education because it pioneered in sponsoring the idea of teaching music reading through singing only songs of the highest quality.
11The material included folk songs, typical songs of the important music epochs and selections from the classical masters and good modern writers. The rote songs were of two types, those directly related to the studies and the sight reading exercises given below them in rhythmic and tonal form, and those not directly related but to be studied for these two points.
13Because these songs accorded with the new ideas of the child study movement and were joyous and buoyant this series soon became very popular, especially in the middle section of the country.
1510 Birge, Edward B. History of Public School Music in the United States p. 154 & 155.
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