The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1885-12-11
POTPOURRI PAPERS.
By FRANCIS /. RAwsoN.
lFifh Paper

By FRANCIS l.. RAwsoN.
(Fyh Paper)
PUPILS The children of the poor, as
rule, spend but few years in school, |
and must study music there, or pass
through life without this comforting
companion, helper and friend. That It |
may be such a companion to them, |
they should not only acquire taste for |
it, but have such Instructions in its rudi- |
ments as will enable them to read and |
understand its written language. The
usual time allotted to their schooling |
will not carry them very far in its study, |
and yet their schooling should be of
such character as to give them not
only desire to go on in its study, but
power to do so as well. Many have the
desire but not the power, and hence
their efforts will be very laborious and
unsatisfactory, both to their teachers
and themselves. 1t is not practicable to
teach instrumental music in school, nor
can there be drill for the church, the
concert room, and the individual hence
it is evident that the teachers work is as
varied as are the organizations of society
and the culture of individuals. Some
times a music teachers class represents
nearly as many grades of society, as
many grades of progress in music, as
there are members in the class. Some
are vocal pupils, some instrumental,
some are learning to read music and
some studying harmony; and besides
all this the teacher may have an engage
ment that places him i'll the public
school for short time each day. Then,
too, he may be writing books, directing
a choral society, holding position as
organist or leading choir. 1t is con-
coded to be very difficult matter in
business for the same firm in whole
sale and retail trade to make profit for
themselves and give satisfaction to their
customers. And it would seem that the
variety of work in the music teachers
profession should call for division of
labor, though not of superior rank, ex-
cept by manifestation of more than Or
binary ability in the same rank. That
all teachers should have a thorough
musical education is not controverted
by this conclusion. Colleges are for the
lawyer, doctor, and farmer as we'll as
for the preacher. The purpose for
which people do and should study mu-
sic are so varied that this division OF
labor would seem to tend toward more
thoroughness, and the accomplishment
of more work, on the part of the teacher
of music. 1t is appropriate in this con-
nection to observe the motives ofpupils,
their habits and manner of study
ISome study to become teachers; others
to become professional artists others
for the love of music; others because
their parents or friends wish and not a
few because it is considered fashionable
Some study to understand thoroughly
others care very little about it, and very
rarely get beyond a few exercises and
drumming imperfectly a few pieces. In
all kinds of class teaching the same
variety is frequently and ought to say
usually seen. This would seem to di-
vide persons who study music into the
following classes, viz. : The earnest, the
interested, the passive, the Indifferent
and the obstinate or, stubborn. Also,
according 10 ability or talent into very
good, good, medium, poor, and very
poor. And yet in the numerous ways,
privately and in class, provided for their
instruction, all may, can and should
learn enough of music to sing by note
easy tunes ; to use the voice rs correctly
as the construction of the organs will
permit; to form a taste for music /;
learn some standard tunes, and to form
such habits in the direction music is in
tended to lead as will incline from the
bad in music and fro having no in
terest in it and sympathy for it to pos
tive condition Ill favor of good music
and it's practice Then, from this broad
foundation for all, the onward progress
will be in proportion to the capacity,
desire, opportunity and stimulus Offer
ed. AS healthy appetite is necessary
to perfect physical growth, so mental
growth and esthetical culture depend
upon the will of the pupil and the de-
gree of his cooperation with the matter
in hand. In view of these things, it will
be seen that the teacher has great task
before him in so manipulating the in
different and obstinate as to cause them
to become at least tractable and volun-
tary workers /; to prepare, as it were, a
channel into which all the elements will
flow of their own accord. and not only
so, but into which they cannot help 60
ing. This work seems arduous and we'll
nigh impossible, yet we are persuaded
that it can be done, and that the most
important agent is the teacher. Further
enlargement on this point would show
how the will may be influenced Through
the senses and by psychological power)
to bring about this state of things, and
that the teacher is to 60 beyond the
mental faculties, as commonly consider
ed, and deal with the emotions and feel
ings. These and other things, however,
will be suggested to our readers in other
papers.