The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1885-12-04

ed correctly in accordance with gram
NAUTICAL rules or not Most certainly,
however, if the grammar be understood
the power of both teacher and learner is
greatly augmented. Then, too, the re-
lation Of the thing to its written express
sion, 4 knowledge of the characters
used, vocabulary sufficient to give
each thing name, and each name its
written sign and that oral and written
language while correlatiye, vet have an
individuality that must be understood
these, also, are among the things sug-
gesred. It is evident that the medium
of expression 1.-THE training of the voice
and hands) must constitute coasidera-
BILE portion of the work. And, again,
| that the character and quality of the
tunes must be considered carefully, for
| it is by hearing, studying and appropri-
ating these tunes, by a process of diges-
ton, as it were. that the aesthetic appe-
tite is fed and the emotions develope
into healthy and beautiful form and ex-
preston, in proportion to the character
of the food and the manipulation of the
trainer. This gives at q brief glance,
and in an inferential manner, an inkling
of the subject to be taught.
To the question "who are to be
taught?" Ianswer. the people," The
high and low the rich and poor the
learned and unlearned the cultivated
and uncultivated, with variety of grades
intervening, as they are, always have
and doubtless always will constitute
division in society. Although in point
of privilege the people under Repub
lican form of government may be equal
yet as matter of fact there are quite
as many grades in society here as else
where. In certain social matters each
grade has its own peculiar requirements
and obligations, while in certain othel
forms of sociality the grades commingl'
and have a common interest. Tit
7 churches and public schools are grea
EequaliZers, and their tendency is tt
make mankind more akin still tn,
opportunity that wealth and social stand
, ing give, and the variety of taste, talen
, and industry which exists, always vii
doubtless, make more or less exclusio on
in social circles and in matters Of arr
At all events, these differences are to b
found at the present and as in the cor
sideration Of the question before us, a
the people are included, it is pertiner
, that we should reorganize these variou
! grades, that the work of the teacher ma
J be made apparent. That any of thes
. classes or grades know just what the POI
sibilities of music are in admlnisterin
to the highest welfare of its member
$ and demand, as consequence, tn
necessary musical instructions, is not
q be admitted for moment; and ths
there seems to be in the very nature {
persons, and in the various branches
: social organization demand for music
t some kind and quality is just as certain
+ All admit that in greater or less degrt
music gives them pleasure, yet vel
l many are disinclined to perform til
necessary amount of labor to acquil
Y proficiency in the art !; and some homes
8 ly believe, too, that they could not lear
were they to try, while others do not a,
NIT a necessity or place for music an
: where. Still it is quite generally az
! mitted by eminent educators who ha,
J. studied the matter with proper ligl
that there is place for music in ever
life, both as an independent and COZ
!; comitant thing. The experience of ce
e tain public schools during the last decaG
f has proved as universal capacity for tn
as for any other study. Hence the CO
> clusion is inevitable that all are to
9 taught music, but to what extent and
l. what kind We have yet to speak