New-York daily tribune. [volume] (New-York [N.Y.]) 1842-1866, 1854-12-22
"a PLEASANT DAWN A WARD SCHOOL.

To The Ediey u The " T. Trbs-e.
Sir: In The TRIBUNE Of 18th inst. is an interest
ing notice Of visit TO ore Of the Ward Schools Of
this City The writer informs rs that il was on the
monthly PERCEPTION day" and that it has been
found convenient to get apart special time for the
"entertah nent Of psrepts and visitors,' BY ad-
"ysnced literary and musical exercises On this
occasion these exercises consisted Of music reading
" competitions, reading, history, arithmetic, &C.
Tie writer Of the notice referred to gives US no
account Of the exercises with single ex option
further than that which is contained in the following
words "At the close OF the exercises brief addresses
"were made and the audience dispersed, highly
&" prstified With the condition and character Of the
school. Numerous drawings, and other specimens
'of the work of the pupil, 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
"most noticeable of the musical performances were
",be song, DO they mise me at home ? sung by ons
" Of the pupils to her own accompaniment on the
d" niano. and the closing duet 'Sweetly hghs the
{" breeze by two misses-sll Of which were highly
"creoitsble a. themselves and to their teacsers.
Now. az have seen something of music IN schools,
ard have especially observed its habty TO abuse, OF
In
was leo on reading this notice, 20 ask myself, For
hat is mpfic Introduce into schools' In thefew
remark. which follow have no reference 70 the par
ticular Ward School mentioned In the notice already
in part quoted, but refer only 10 the suoect IN
general.
The answer which was Immediately suggested TO
the above question was so netting like this: The
6rst az i'm mediate object 10 the development OF the
Dstura intuitive power OF the children IN the depart
mept Of sounds-or the general cultivation Of the ear
end the voice by practical investigation OF eemen-
tary music. For example, children in large classes,
or IN classes Of from 20 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 ef the relation
Of their length of their pitch and OF their power
Indeed, they may become as familiar, practically,
with the sounds Of song, their nature, relations add
Classification as with the sounds Of speech aud this
ma, include to limited extent, the proper expression
OF the various feelings in tone language so that the
child shall not 90 liable TO mistake SUGGESTIONS or
combinations Of sounds as adapted 10 express the
emotions of gref, 10Y, nc. ms men, IS the very
musical department in schools, or in classes OF chill
dien.
To this may be added though We regs rd it as quite
secondary in impOrtsnce) some knowledge OF musical
notation and the children msy become acquainted
with notes the sta clefs flats, sharps and the var
ous or sig by which music s represented
to the eye, and be able to interpret them or to sing
easy examples at sight. No considerable attain
in music az q science in the district or ward or gram
mar schoos-fof sufficient time is not afforded for
ruch purpOse. ,
r A second and more important use of music in school
ID 10 be found in ts adsptednefs to educational pur-
no,es. or to human development generally, in the
rhysical, intellectual and moral departments. The
study of music in school should be prominently
practical study; il should be presented in conere.e
form or in its connection with the nature of the child
ard by no means as an abstract scientific study. In
the most natural and pleasing manner oil presenting
the subject the teacher should always so direct his
Efforts as to nsure the proper bringing out and train
Ing of the ear the voice. The vocal growth oil his
pupis must be kept constantly before his mind.
AZ ain the music lesson should always call forth
thought the part Of the pupils; unless music be so
tang hit as TO become mental disciplinary study, It's
true power in school must be in crest measure lost
And last though not least the music lesson should be
felt in its mora power. We have already alluded to
this use OF music in schools where We have said, by
Implication al least that the pupils should IN the
earlier stages Of musical study, become acquainted
with the elements Of expression, 80 rs TO decide upon
The general emotional character of the SUGGESTIONS or
con bipatons of sounds. We only add, under this
bead that music in school should always be 50 con-
Quoted as TO awaken the kindly feelings OF the pupils
for it il peculiarly and preemlnenty adapted 10 TINS
moral end.
The subject of music in schools is most important
one; but mutic in schools should be something very
different from song singing, be that ever 50
good. In every school where considerable number
of pupils are brought together. q few will be found
who have an extraordinary talent for song
i, will always be pleasing to the Others, and to par
euts or visitors TO hear these sing bu. such Singing
i. no evderce that musici properly taught N school,
ara such Al exhibition il almost Invariably attended
with results ubfavorable TO the neral and in'elec.
! tunl character Of the favored pupils themselves.
A. parent, having had much experience in this
| matter ] should be unwilling TO have my child thus
sipe ing in the public school, should regret ex iced
ipgly to have him engage in an exercise so sure to
draw out his vsni,y and to I'LL his little heart with
pnde and selfcorcat.
There is Yet one other view which would like to
present The children cannot learn TO play on an
instrument at school. The idea is absurd. Shall my
little daughter then who is receiving her pano forte
lessons AT home 20 into the school as 10 concert for
The entertainment Of a parstively large audience,
and there exhibit that which she has acquired IN
connection with school study. but By private tuition
am most friendly 10 the proper introduction Of
usc as school study but should be sorry TO see II
degraded TO a mere means of entertainment. Let
uusic entertain indeed. and especially let alray'
rleose the pupil yet not more than residing, or
grammar or arithmetic All these studies should be
sde 10 pe.se; ana if they not go treated, some.
thing is wrong in the teacher or in the condition Of
the school. - .
Your obedient servant, LOWELL MAsON
Sst- York, Dee II, ls5f