The Portland daily press., 1883-05-24
Singing in the Public Schools.

Theodore Thomas lndolses, in the June
Century, William L. Tomn's views "0n
the Traiuing of Chdren's Voices," by way
of introducing them to the readers of The
Century, and Mr.. Thomas says in part:
when the study of singing was first intro
duced INTO the public schools of Boston, the
most utopian anLicipations were INDUCED In
with regard to the degree aud value Of the
musical culture that would then becom the
acquisition of every child. Two advantages,
In particular, were counted upon: That flu
ent singing by note would become common,
and that foundation would be laid for
genuine appreciation of good music. To
some extent, these expectations have been
realized. A certain very moderate knowl-
edge of musical notation has become geneI-
al among the younger people--not only Of
that city but Of almost all other cities
throughout the country, for into nearly all
of them music has been introduced. Even
this moderate facility in reading music has
served as means of enlargng the pupils
practical &C quaintance with musical litera
ture, and 10 that extent the school instruc-
ton has done something to advance musical
taste.
"But, on the other hand, it is very far
from the truth hat the ability has become
general TO sing accurately by note any but
the simplest music, even among the more
musical of the students in these schools. 1t
is equally doubtful whether the wider dis
semination of musical taste is to any consid-
cradle extent re ated to the public school in
struction in music.
There Is, however, a more serious ques-
ton which deserves TO be considered. 1t Is,
whether the exercise of singing as common
y conducted in the public schools is not pos
itively harmful to the voice and destructive
70 future ability to sing artistically.
briefly mentioned, the faults of current
instruction are these, Everything Is sacrl-
feed to knowledge Of musical rotation.
The voice is developed only in respect to
power, and this, unfortunately, In a way
which must be entirely undone whenever
the study OF artistic singing is begun. In
stead OF soft, pleasant, expressive voices,
one hears In school almost universally a
hard, shouty tone, unsympathetic and mex
presslve. This tone Is produced BY an inn
proper action of the throat which absolutely
prevents the production of an emotional
tone. In this way is formed bad habit
which must be entirely undone before ex-
preston can be acquired. Singing thus con-
Quoted is not even healthfu exercise, for
1t engenders vocal habits which react un-
| favorably upon the throat.
Nor do the musical textbooks exhibit
| real progressiveness toward higher and mob
Ter ideas. How far this is the case will APP
pear as soon as We compare the singing
books with the ordinary school readers In
the latter the child begins with easy words
and very simple thoughts From this he is
led TO longer words, more involved senten-
ces, and more mature ideas. The progress
does not stop short of Shakespeare aud Mil.
ton. Instead of such a progressive course
IN music, the pupil is held to q lower grade.
Even where the difficulties of musc-readins
are gradually increased, the musical ideas
are not CORRESPONDENCE raised.
"All of these SHORTCOMINGS finally reduce
themselves to two, namely: Ignorance of or
indifference TO the physiological relation be-
tween singing and the vocal organs; and
second, apathy with regard to all kinds of
musical relations beyond the simplest and
most obvious
This state OF things, which prevails for
the most part throughout the country, is to
De accounted for or, at least, has been in
nuenced by two or three circumstances.
The music teachers are chosen mainly for
their knowledge of notation and the sight
reading of music. They are generally, earn
est, practical teachers. with perhaps turn
for music, but with no systematized train
ing in the physiology of the vocal organs,
and without practical acquaintance with the
technic of vocal culture. They are preeen-
tor-like singers, with loud, nnsympathetic
voices, and with low grade Of musical
ideas"