Washington standard. [volume] (Olympia, Wash. Territory) 1860-1921, 1879-08-22
Music in the Schools.

A0oAN IA VIC CCnVVASs
Public sentiment on the question of
teaching music in the public schools is
beginning to express itself, and We are
inclined to think it is strongly in favor
OF continuing musical instruction. Ger.
tainly it is poor economy to cut off al
most the only accomplishment taught
in the schools. The singing is almost
the only thing that enlivens and bright.
ems the hours of study and the routine
Of recitation. With music out of the
schools there is little or no relaxation
in study. And there can be no singing
in schools unless it is taught. For
singing is very much like editing
newspaper; everybody thinks he can
do it and tell others how to do it, until
he tries.
1t is bad enough that unfortunate
circumstances should render it neces.
sary to take any such steps toward ques-
tionable economy in the administration
OF the schools, but if there must be re-
treuchment, ii it is absolutely neces-
sary, we think it could and should be
accomplished in some other direction.
These are the peoples schools. The
great mass Of the pupils do not go be-
yond the grammar schools in their edu-
cation only the few go entirely through
the high school course. Whatever the
children of the people can be taught in
the grammar school course, therefore,
should he given them. Their education
should be made as broad and complete
as it is possible to make it. Not one
study should be cut of. Let the chill.
dren of the people have the advantage
of every study that can be successfully
introduced into the course.
And we do not want to confine the
studies and the teaching in the city
schools to the merest skeleton Of dry
facts. The Gradgrind system of educa-
ton belongs to harsh and barbarous
past. Facts are good enough so far
as they go, but " facts" do not go far
enough. Or rather, We want the softer,
tenderer, lovelier realities Of this life
and this world mingled in our educa-
ton, as we'll as the rugged and stub
born facts. The beautiful blossom of
the cactus is as much fact as its ugly,
spiked leaves. Music is as much fact
as algebra or complex fractions f; to our
thinking it is quite as useful, and GER
soAAAy u AAo CA P1CdobutcI xdCls IL ~ 10
we'll that music should be taught at all,
it it is proper and fitting that it should
be taught in conservatories and private
schools, il Its mission is to elevate and
refine the natures of men and women
and children, then it is we'll that it
should be taught in the schools. 1t is
our duty to teach it to the children OF
the people the children who are strug-
Cling through the grammar schools,
not with the intention and expectation
OF pursuing their higher studies at col
lege, and learning music at conservato-
ries, but with the certainty Of taking
up LIES burdens and duties with Just
the preparation that the grammar
schools, or at the farthest the high
school gives them. Let us give these
little ones, then, the benefit Of the best
musical instruction that our schools
can command. If music and tsalmost
divine influence is needed anywhere, it
is needed in the homes of the poor.
And it the public schools can send the
children back to their homes, with their
voices trained and softened and attuned
to melody and harmony by the labor
and patience of q good teacher, who
loves music for its own sweet sake if,
by the teaching OF the public schools,
the homes of the people can be made to
bud with melody and blossom into song,
surely it is the duty of those into whose
hands these matters are entrusted, to
see that the children receive all the mu.
steal instruction the city can give them.
Don't contine the music to those who
are able to buy at the higher schools of
music. Give it, and give it generously
and freely, to those who must acquire
their musical education at the public
schools, or go without it. BY all means
let US have music in the schools. -Bur-
lington Hapk-Eye.