Books › Musical Courier 1907-11-20: Vol 55 Iss 21, 1907 › scan 16
Scan 16
Musical Courier 1907-11-20: Vol 55 Iss 21, 1907
13 lines. Read by computer on 23 September 2026. Printed page 17. See the scan on archive.org.
1MUSICAL EDUCATION.
3From A. J. Goodrich, in "Correlative Branches of Music Study":
4"In primary musical instruction the systems in our public schools are far in advance of the methods employed by private teachers and conservatories. Thousands of singers who have been instructed by high priced professors of bel canto are unable to read a new song unless the voice part be strummed out on the piano by a too conserving accompanist. But the average third or fourth grade pupil in almost any of our public schools can read a vocal melody at sight with tolerable accuracy. In fact, the musical ignorance of 'trained singers' has become so notorious that many composers are now unfortunately catering to this slothful neglect by duplicating the vocal melody in the accompaniment to their songs! It is incredible," etc.
6From W. A. White, Syracuse University:
7"I do not think that there exists a class of teachers more anxious to find weakness in their systems or more grateful for suggestion as to betterment in any point than those interested in the advancement of music in the public schools. Mistakes and failures there have been in the march of the movement. None are more sorry than the brave marchers, none more ready to acknowledge such, none so willing to give to each other the most hardly earned piece of information or device which may advance the whole. The spirit of the apostle and the martyr is in those leaders and followers of music teaching in the public schools of the State. Moreover, they are no ignorant, soft-headed people. The leaders of music in the public schools are advanced, able thinkers, educators, philosophers, pedagogues, psychologists, and are now coming to be first-rank musicians as well, with high standard and scholarly musical attainment. They have known and they know their shortcomings. They have allowed nothing, and they allow nothing today to stand in the way of increasing actual musical knowledge. As has been truly said, difficult indeed has been this attainment, for there was nowhere to get it. They have been obliged to organize their own education in music, and their splendid schools of music are already here. These pioneers have had nothing to guide them, no help from the 'big whos,' no help from existing schools and studios, no help from vague and bungling formulas, fighting opposition at every turn, teachers not yet ready—think what has been accomplished with these odds and obstacles! Think for one moment of the vast number of 'music schools' in this country. Think of the millions of money spent each year in these schools! Think of the number of imported 'teachers,' most of them without one particle of sympathy with our institutions, who decry our education, our appreciation, our everything, and yet who have failed in so great measure to teach us as we should have been taught. We owe much to many of them. We are grateful and appreciative for whatever they have done for music. But there are times when we are driven to measure and to compare."
9From Hamlin E. Cogswell's address on "The Needs of the Hour," before the Connecticut State Teachers' Association at Hartford:
10"A quiet but far reaching revolution in methods of teaching has taken place and is rapidly pushing forward. Particularly is this true in relation to music teaching. A new conception of musical art and of its imparting is working its way into the minds of our best thinkers and is transforming old notions and old methods. This is true not only of music in the public schools. Every alert, progressive teacher of piano, voice, etc., is looking for some way of giving more to pupils than heretofore, and is making careful study of this thing called 'presentation.' Protest against the barrenness of result in music teaching has led to this change. The study of modern psychology has made the change possible. In every step in human progress it may be seen that those rebellious to advancement, skeptical of change, dull of perception, have been those to find fault with endeavor, to see weakness, to help not one whit toward strength, and to block in so far the desirable march forward. It may also be perceived that such inevitably have become the back numbers in the march. But while we note these facts and realize the narrow vision that cannot keep up, it behooves us as searchers after the best light to consider every argument brought forward, to examine every criticism, and to see through what form of lack or mistake comments have been able to take ground. Above all must we maintain the bonds of charity, kindliness and appreciation of good in all workers in music lines. We fall short of our high mission as teachers whenever we allow protests or misdemeanor of pupils to irritate or estrange us. We must be kindly and instruct even in case of ignorant and unjust comment, and even though it require the limit of grace and patience so to do. Regardless of how we feel, let us by all means find and correct our mistakes. Let us find out by all means what are the needs of the hour in school music teaching. Among the first necessities is a thorough equipment of the grade teacher. This includes knowledge of the music subject (of sight singing, rote singing, melody writing, rhythm forms, two part counterpoint, care of voices in tone production, etc.) and ability to direct such work from kindergarten to high school. Normal schools all over the country must elevate their standards and carry on systematic courses of training in music akin to those of other subjects. They must require of all graduates that they shall have taught sufficiently under expert guidance to make them competent imparters, and shall have taken sufficient individual vocal training to enable them to use proper judgment in care of voices under their charge. Then the supervisor must be a man of liberal education, with character above reproach, the peer of musicians in his city, be up on matters pertaining to methods of teaching, chorus conducting, events musical, be able to arrange music for orchestra, and capable of bringing together such talent as may be found in the schools for ensemble, orchestral or choral work, must be a man to whom others can go for counsel, willing to assist in worthy enterprises, to 'investigate all that is new and to stand squarely for what he feels to be right and true. The time is coming, is nearer than we think, when the preparation thus outlined will be required of every teacher, every supervisor and director of music in the schools. School boards will demand more than can be gained by summer normal work (and I am the last to underrate the values of this valuable feature of musical education). The normal school and normal conservatory must provide the solid substratum of preparation, and the summer school resolve itself into a means for discussion and conference as to progress in varying fields. Meetings between people who are giving their lives to a work regardless of labor, sacrifice or expense, and who are searching and experimenting sincerely and truly for light and power—interchange of thought between such people is one of the vital necessities in our case. For such advance steps we need, not men and women who are walking in the gloom and darkness of the past, nor those who are out of sympathy with our institutions and our disinterested efforts, but those who are continually climbing up the mountain side whose summit blends in harmony with the deep blue of heaven, symbol of the true and the eternal."
12(The above is a rather free rendering of part only of a splendid address so replete with thought that proper translation would demand verbatim wording, impossible right here, alas! Something, however, may be here caught of the charity of the men who are leading this music movement, something of the gentleness, the honesty, the desire to learn, the sincere earnestness and refinement of thought toward all workers, even those who by lack of information, observation or liberal culture are unable to comprehend the advanced educative horizon. It is a pleasant duty to add, also, that many of the conditions of betterment suggested by Mr. Cogswell are even now commencing, result of discussions, arguments, frequent associations and endless desire to learn on the part of our school music leaders, not only during the summer but in the midst of their trying winter duties. Mr. Cogswell has himself charge of a splendid and resultful music work which he
The computer misreads some letters and numbers. Where a name matters to you, read the scan.