Books › Musical Courier 1907-03-20: Vol 54 Iss 12, 1907 › scan 32
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Musical Courier 1907-03-20: Vol 54 Iss 12, 1907
39 lines. Read by computer on 26 September 2026. Printed page 33. See the scan on archive.org.
1MUSICAL EDUCATION.
3Interest in the matter of musical education, attracted by recent accounts in The Musical Courier of how it is being done in the public schools, now calls for extension of scope of this field. Hereafter, music in private schools, colleges, universities, institutes for musical culture, musical associations, summer schools, summer study, trips and travels, educational musical publications, educational bureaus, etc., will receive attention. Also such private studios as attempt to do something more for their pupils than merely the "giving of pieces." Leaders of such institutions, or those interested in those lines, are invited to send news and notes showing their plan of progress, or anything else (not opinion) which may be helpful.
5The Musical Courier is published every week. Hence there is opportunity for the dissemination, at home and abroad, of a vast amount of new and valuable information in a line in which foreigners are apt to consider us deficient. The last place to remain as it "has been" (save in what is good) is the United States. The activity here in musical education is prodigious, most of it resultful as it is surprising.
7The following topics in the line of public school work alone have been discussed in the educational department of The Musical Courier every week since the time of the National Educational Association at Ocean Grove, N. J.
9The existence there of a special musical bureau, headed by some of the most important men in the convention, and discussing topics of the greatest importance in the most educative way, suggested the necessity for such department. The half can not be told as regards musical education, sustained by the nation, and "the end is not yet."
11The National Educational Association at Ocean Grove; its musical department, aims, influence, subjects discussed, people leading, record, description, news; pleas for large attendance and concentrated effort at musical associations, meetings, etc.—The Boston Normal Summer Schools, their branches and other schools, aims, results, personality and position of workers, etc.; other Normal School efforts in music and their leaders.—Demands and rewards for Normal music students as teachers in public schools everywhere.—Enlightening suggestions as to Normal training for all music teachers.—What constitutes Normal preparation, its influence, and the difference between methods and results of trained versus untrained teachers of music.—Need of private or individual instruction in certain stages of music teaching, but necessity for training in the art of imparting, among all classes of instructors of music as of other branches.—How Normal work in music began and what it has done.—Some noted Normal conservatories and institutes for the preparation of music teachers and the high standards of music work in such.—Efforts of educators who are musicians, and musicians who are educators, to advance and perfect the art of teaching music.—Reports from some State superintendents and supervisors as to work done in their schools.—Lack of interest in music in the Bureau of Education at Washington, D. C.—Washington and Baltimore public schools, work and workers.—A big musical anniversary in Washington, D. C.—New courses of music for the schools.—Both sides of the subject "Uniformity of Outline."—Public schools in Maine, in the Philippines, in Mexico, in the West and South.—An efficient music supervisor in the Far West, his work and influence.—The first public school in the world, all about it.—Value of making known to the public the work being done in the schools in music.—Wonderful strides being made as to school music literature.—Valuable music books uniting instruction with song singing, composers and poets of first rank, technical exercises, drill possibility and suggestions for teachers.—Influence upon foreigners of the high grade thought and music taught in the schools.—How interest has grown among parents, teachers, principals, school authorities and communities.—Difficulties under which school music teachers have worked and the marvels of accomplishment.—Danger of expositional features interfering with knowledge, and of instruction dropping into mere drudgery.—The American man as musician.—Intellectual vs. musical education in the States.—To make or not to make of music careers by Americans.—Rote singing vs. technic.—Public school choral work and its teaching.—School children in oratorio and festival work.—Necessity and value of examination in music as in all other studies.—The uniting of school and college work in music.—Preparation in the art of music itself for teachers of music.—Old fashioned thought about music in the schools, its selfishness and stupidity proven by results.—Answers to objections and misapprehensions as to school music work.—Object lessons for outside music teachers in the ways of school educators.—How class work is accomplished.—Music lectures, recitals, concerts, outside artists performing as example.—The New York public school music (still being continued every week).—Directors of New York public school music work (each a separate article).—Statistics, plans, difficulties, possibilities in the New York field and its power of influence.—Art spirit and influence in behalf of music of the New York City superintendent of schools.—Sketches of various music teachers at work.—Music in high schools, commercial and manual training high schools, normal training schools.—Music in the elementary schools.—Weaknesses discovered and how they might be strengthened.—Excellencies and how they are being achieved.—Harmonious spirit and other remarkable qualities, universal amongst public school music workers (many of them worthy of monuments in the cause).—Over 900 names of music teachers from all over the United States, with from a line to two and three columns regarding them and their work.
13All that is helpful and advantageous in regard to the proposed new fields of work will be treated in the same spirit.
15FANNIE EDGAR THOMAS.
17Matinee by Stanhope-Wheatcroft Pupils.
19Pupils from the Stanhope-Wheatcroft Dramatic School, Adeline S. Wheatcroft, director, will give a matinee at the Casino, Thursday afternoon, March 21. The program will include a scene from "Romeo and Juliet" and the following one act plays: "Modern Love," by Frances E. Johnson; "The Turn of the Road," by Julia White; "Look at That Clock," by Paul Marion; "Dream Faces," by Wynn Miller, and "The Marble Arch," by Edward Rose and A. J. Garraway.
21MISS MARY A. CRYDER
22VOCAL CULTURE
23WITH FUNDAMENTAL TRAINING
24DICTION MAINTIEN
25MUSICAL MANAGEMENT, 1924 N Street, Washington, D. C
27TEACHERS OF MUSIC
28The Institute of Music Pedagogy begin their Summer Session, July 8th. Thorough instructions in the famous Weaver System of Public School Music.
29The course includes practical demonstrations from primary to senior high school.
30Diplomas are issued upon completion of full course. Certificates of credit given for completion of one or more subjects.
31Situation beautiful. Board reasonable. Write for full particulars.
33INSTITUTE OF MUSIC PEDAGOGY
34L. L. WELLMAN, Sec., Northampton, Mass.
36The Master School of Vocal Music
37VOICE TRAINING, BREATHING, DICTION, LANGUAGES, THEORY, HISTORY, FENCING.—Madame Aurial Jaeger, Directress, assisted by a distinguished faculty—Madame Sembrich and David Bispham on visiting jury. Next term begins October 24th.
38108 MONTAGUE ST., BROOKLYN, NEW YORK
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