New-York daily tribune. [volume] (New-York [N.Y.]) 1842-1866, 1854-12-25
"A PLEASANT DAWN A WARD SCHOOL,

To The Editor Of The n. Y. T,ibsre
SIR: In THE TRIBUNE of llth inst. is an interest
ing notice OF visit to ore of the Ward Schools of
this City. The writer informs Us that it was on the
monthly reception day" and that it has been
found convenient TO set apart special time for the
"entertaii ment Of parents and visitors, by " ad'
"vsnced literary and musical exercises. On Ihls
occasion these exercises consisted of music reading
" compositions, reading. history, arithmetic &c
The writer Of the notice referred to gives us no
account OF the exercises, with single exception,
further then that which contained in the following
words AT the close of the exercises brief addresses
"were made, and the audience dispersed, highly
"gratied with the condition and character OF the
"school. Numerous drawings, and other specimens
of the work Of the pupils, were exhibited, and
" drew many expressions of unaffected admiration.
The exception made above has reference to music;
on this subject the writer thus speaks: Among the
"rnost otceable Of the musical performances we're
"the song, Do they miss me at home 7 sung by one
" of the pupils to her own accompaniment on the
"piano ard the closing duet, Sweety signs the
'oreeze by tive msses-all of which were highly
"credtable TO themselves and to their teachers"
Now, as | have seen something of music in schools,
and have especially observed its liability to abuse or
10 dege nerate into mere sources OF amusement,
was led on reading this notice TO ask myseit For
"whai is music introduced into schools In thetew
remarks which follow I have reference 10 the par
ticular Ward School mentioned in the notice already
in part quoted but refer only to the subject IN
general.
The arswer which was Immediately suggested 10
the above question was netting like THE: The
first ~ i'm mediate object Ia the development oil the
natural intutive power of the children IN the depart
Nc mt of sounds-or the general cultivation OF the ear
II raffn az nI
tary music For example, children in large classes,
or in classes Of from so TO 100 pupils may pursue the
study Of the nature OF the tore realm, or may so
investigate the nature Of sounds a. to acquire very
good elementary practical Knowledge OF the relation
Of their length of their pitch, and of ther power.
Indeed they may become "a familiar, practically,
with the sounds Of song their nature relations and
classification, with the sounds OF speech; and THIS
may include 10 limited extent the proper expression
Of the various feelings in tone language; so that the
child shall not be liable TO mistake SUGGESTIONS or
combinations of sounds. as adapted to express the
emotions Of grief, JOY, &c. This, then is the very
first thing at which the teacher should aim In the
musical department in schools, or in classes OF chii-
dren. .
To this may be edded though regard It a. quite
secondary in Importance some knowledge oi misicai
notation; and the chilCren may become acquainted
with notes the staff, cefs flats sharps and the ir
Gus characters or signs by which music represented
10 the eye and be able TO interpret them or to sing
easy examples at sight. NO cobsideraoie a't~h-
In music as science in the district or ward or gram
mar schoOls-for sufficient time Is not afforded Tor
such purpose
A second and more important use OF music in school
is 10 be found in its adsptedsess to educational pur-
poses or to human development generally, in the
ihysical intellectual and moral departments Ihe
study of music in school should be pfeemlnent'y a
practical study it should be presented IN concrs'e
form or n its connection With tho nature Of the child
ard BY NO means as sn abstract scientific study. In
the most natural and pleasing msnner VI presenting
the subject the teacher should always so direct his
Efforts az to insure the proper bringing out ana ran
ing of the ear the voice. The vocal growth oil ms
pupils must be kept constantly before his mind.
again the music lesson should always cell forth
thought tho part of the pupils; unless music DC 80
taught as to become mental disciplinary study, us
true power in school must be in gre ;. measure lost
And last though lot least the music lesson should De
felt in ia moral power. We have already alluded 70
this IRE Of music in schools where we have saio oy
implication at least that the pupils should, IN Tue
earlier stages of musical study, become acquainted
with the elements OF expression, so a. to decide upon
the general emotional character OF the SUGGESTIONS or
eoy binatons of sounds. We only add under TINS
lead that music IN school should always DC so con-
Quoted as to awaken the kindly feelings Of the pupils
for il is peculiarly and presmnenty adapted to this
nOrsl end.
The subject OF music in schools is most important
one; but music in schools should be something very
different from mere song-sioging, be that ever so
good. 10 every school where considerable number
Of pnpils ar brought together few will be found
who have an extraordinary talent for song.
II will sEays be pleasing TO the others, and 70 par
epts or visitors hear these sing; but such singing
no evidence that music IL properly taught 10 school,
arc such an e1b btion il almost invariably attended
with resuts ulfavOrsble 10 the moral and intelsca
tuel Character Of the favored pupils themselves
A. psrert, having had much experience in this
matter should he unwilling TO have my child thus
singing in the public school. should regret exceed
iugly 10 have him engage in en- exercise 40 cure to
draw ont bis vanity aud to fill his little heart With
Pride and self ccreel..
The.e Is yet one other view which I would like TO
preseLt. The children cannot learn TO play on an
Instrument at school The idee is absurd. Shall my
li,s daughter theD who Il receiving her pianOso
lessons al home 20 into the school a. 70 concert for
tie eniertsiIu sDt Of comparatively large audience,
AID there exhibit not that which che has acquired u
connection with school study, but by private tuihon
an most friendly TO the proper Introduction =,
u usic s school study but should be sorry 20 'T
q graded 70 a msre means Of entertaiDai.aL ~.
nUsic entertain indeed, and especially W 1.ng,
flease The PzPu, yet no, more so than reI Sn1S 10
grsHmsr or arithmetic. All theee sfuo.es -
rsde 70 please ard If they are not 80 W. ~
ttiUy is wrong IN the teacher or M 'ne c'na''' -
IL sehaol. o,,rrr uasoy
YsuE oteei.u. ssryaut w"
Fr-- York Dec. 2, 1881