The Portland daily press., 1883-04-24

uoeh Mr. MasonS peculiar. and greatest tri-
umph; his latest and most glorious field OF la
Dor being the Empire OF Japan
Like results were desired by the School
Board OF Portland, and to this end pains were
taken to impress teachers with the idea that
music was to be made the subject of as eyste-
matte and thorough instruction so far as it was
carried, as any other branch OF study; and
that they were desired to observe closely the
lessons given by me in their respective class-
rooms, and 10 attend carefully TO special les
sons given by me from time to time to the
teachers in body.
The amount OF actual preparation for the
work gained by these means was proportioned
to the interest of the teacher and her earnest
desire TO qualify herself
Written examinations in the rudiments Of
music were prepared for all applicants for
teachers positions; and after O while ssmi-an-
nual and annual examinations were given TO
the pupils OF the grammar schools as a test of
the individual work done BY the teachers.
After the elementary work was fairly start
ed, prepared at the request of the committee
on music schedule of study almost identical
with one sketched for the Boston schools by
Mr. Mason.
This programme covered school course Of
ten years, and was to be the ultimate STAN
dard, after sufficient time had been allowed
Tor working up tosthe same, and it contained
notnlng which IN my JUDGMENT and that of the
committee IN charge might not reasonably be
be well learned by the average punil in the
allotted time. This was therefore formally
adopted by the Board. Many OF the more
technical and diticult parts however, have not
been touched upon in the schools, aud the mum
Der OF pieces sung by ihs children is the only
part that has been exceeded ia practice.
Daring the first three or four years, teachers
who had Goearifor music some times exchanged
work with others more favored; and while
TINS, muscally, was direct advantage to some
classes, Il proved likely 20 become q disadvan-
IA n he tnAr
emit teachers to make no effort to qualify them
selves TO DO better work, and paving tho way
Tor the admission of new teachers who were
unprepsred toteach music, because they did not
ieel such preparation imperative. These con-
siderations led to the adoption OF the rule that
each teacher should instruct her own class in
music to the best of her ability, aud that she
should so acquaint herself with the subject as TO
enable her to do the most that lay in her power.
There Is no doubt that some classes suffered a
temporary check in consequence, but the ulti-
mate object for which this policy was adopted
must commend itself to auy one who Is in the
habit OF planning his business for future as well
as present gain.
Up to 1882 the written tests in music we're
but two each year, and did not extend lower
than the first class Of the primary school I
think a rule these examinations raised the
rank Of a majority Of pupils On this aecounf
they we're not allowed to enter AZ all into the
final test Tor entrance to the High school. In
the spring OF 1SS the promotion of pupils then
depending upon the average of the bi-monthiy
tests, like test in music was demanded; a
current opinion OF teachers being that If pro-
motion was 10 depend upon marks, thea all
work done should show in marks.
The matter Of bi-m0Dthly tests In music h4v-
ing already been passed upon by the Board
when first brought to my notice, assentad; il
being represented TO me that this was necess y
ry in order that music should not be neglected
IN the effort TO obtain good rank Ia other
studies marked.
Notice 70 prepare questions bi-monthiy was
served me through the courtesy Of ihe,Superiu-
tendent of Schools. with which l complied.
Had these tests helped raise the general stand
ing OF pupils, it is probable that no fault w0a ID
have been found with them, either by teachers
or parents; but failing 10 this, they grew into
disfavor, and through them in a general way
the study itself. There is no doubt that more
than time enough has been spent to
teach the small amount Of technical
knowledge required, but comparatively few
teachers are able TO give the subject the living
interest which attaches to the more familiar
studies taught them in childhood.
The schools themselves ars bat just begin.
ming to reap the results Of their own work in
music, through the young teachers Just enter
ing the ranks who bad the advantage of sys-
tematic instruction themselves while in the
grammar schools Since our corps Of teachers is
recruited almost wholly from the graduates of
our own schools, the next generation will en-
JOY an advantage over the present one that is
almost incalculable.
As the schools were dependent for necessary
definitions upon those given orally by me,
was importuned by the teachers to prepare a
brief outline OF the points WHICH we're included
in the elementary study OF musical mo- alton.
This did, making pamphlet OF only twenty
pages, which was ready for use in the spring
of 1882, entitled "0utlins OF the Elements Of
Music" This pamphlet contains more matter
Z = r.
was intended merely as book OF reference to
aid the teachers in securing correctness and
uniformity in the technical language employ
ed. 1t does not represent the practical work
done In music: and If here are classes whore
the teacher spends nine-tenths or ever one
third Of the time allotted to music, In drilling
pupils TO write and talk about it rather than TO
sing, such misuse of time and abuse OF the
book ought to be heartily condemned
Some topics contained therein have been
thought too hard for children; such however
are no innovation Of mine, and are all to be
found with many harder ones, In Mason
"Intermediate Music Reader" used In the
first class OF our primary schools But have
never required these topics to be taught there,
and the simpler ones | selected were only In
tended for use in the two higher classes OF the
grammar schools. Scarcely any of these how
ever have even there been made the subject Of
a written examination during the present
school year.
l have scarcely as yet, referred 10 the more
important and practical work l. e. singing. La
plan it is briefly IS follows: The foundation
Of the course is laid In what may be called in
telligent "rote' singing, by which 10 meant,
learning easy songs by Gear" and singing
them with due reference to the proper pitch,
quality and compass OF the chidren's voices,
and with decided, even, yet flexible rhyth IN
all Of which should be carefully considered
and controlled by the teacher.
This is very different from the hap-hazard
performance popularity understood by the
term "rote" singing, which is gener lily
characterized by loud and disagreeable tones
and in short an utter lack Of musical taste.
The effect Of singing upon children's voices
should be beneficial and not hurtful, and II
open months, and distinct articulation are in.
sisted upon, with only medium or soft voice
allowed, an increase In sweetness and fexbIli-
ty will be the result
To the singing of songs, the scale is added,
and thus begins the WORK with the youngest
pupils. A little Of notation Is gradually added
but only as a representation Of something
already known aud practieed; and the child
thus earUs to mark the coincidence between
tones and their written signs.
After the scale Is 80 mastered rs to be an alb
solute mental possession, the next step is TO re-
verse the previous order and let the eye take
the lead and through association suggest the
tone, which, being heard in tho mental scale
is Interpreted by the voice.
This 10 singing Dy n0te proper and alter II Is
rightly begun il lies within the power Of q
skilful teacher, to develop remarkable facili-
ty in the process, which, once acquired Can
never be- wholly lost. That something ia
actually accomplished in this line is shown by
the fact that even IN the primary schools songs
in two and three-part harmony are sung with
all parts correctly sustained, without the aid Of
any musical instrument, excepting pitch
pipe The work done in tho grammar schools
IS similar in nature, but broader ia scope and
requiring the exercise Of an ever increasing
knowledge of the relation Of musical sounds
ana OF more varied expression.
think the written examinations could vel
De dispensed with, not 80 much from the
amount Of knowledge they Imply az from the
written work inlpreparationlfor Them couId b.
more profitably employed in giving vocal ex
| preston TO the things taught. Il beiuo oI
mucb greater Importance that child learn te
| the same, also to be able to divide measure