Sacramento daily record-union. [volume] (Sacramento [Calif.]) 1875-1891, 1889-07-17
MUSIC IN THE PUBLIC SCHOOLS.
1t is Universal Language Taught in
All Countries.

1t Is Universal Language Taught in
All Countries.
There is at present some talk of an effort
to introduce the teaching of music in the
public schools. In this connection the
following communication, written by one
who thoroughly understands the subject,
will be of interest:
EDS. RECORD UNION; shall not discuss
the educational value of music to the indi-
vidual or to society. The field has already
been traversed by men who have studied
the subject so thoroughly that it is no
longer an open question. Its uplifting
power has long been acknowledged as one
OF the inost potent iniences for good which
can be brought TO bear on mankind. 1t is
so interviewer in the social fabric, it occu-
pies so large place in every scheme of
ethics and religion, that any attempt to
deny or belittle its importance would be
looked upon as silly.
The same principles which underlie all
teaching must be applied to this study,
and, when the fundamentals on which the
art is based are made clear to the teacher,
it will be found no more difficult than other
branches. If music is to take its place by
the side of other studies in the public
schools 1t must be taught mainly by The
regular teachers. A musical director, or
supervisor, except in small towns, can do
but little with the pupils directly. His
function is to train and instruct the teach
ers and show them how to handle their
classes. He holds relatively the same re-
lation to music that the superintendent
does to the teaching of their branches.
This being the case, the question whether
intructors with no more musical gifts or
training than are possessed by the average
class teacher can successfully do the work,
becomes all-important. A practical knowl-
edge of educational science is essential in
teaching music in schools. We have pro-
crossed far enough in the study
of educational principles and their
application in teaching to believe that
there is but one true educational method
OF teaching any subject, and that this
true educational method is applied educa-
tional science. While every teacher should
have his own manner, ways and means of
teaching any subject he is a good or poor
teacher 10 just the extent that his manner,
ways and means are made to conform to
the natural laws which underlie the growth
and development of the mind. The person
who knows nothing of the mental laws
and their application in teaching a subject
cannot be considered in any sense a teacher
of that subject, however learned he may be
in it.
Little children in our primary schools
can be taught tones and semi-ton major
and minor thirds, perfected and augmented
fourths, perfect and diminished fifIhs, etc,
as mental objects, just as readily as they
can be taught simple numbers and their
combinations. But no person, however
proficient he may be as musician, can OBJ
tain these results without a knowledge of
educational science and its practical appli-
cation in teaching music
Music is universal language" No
other language is SO generally recognized
and taught in all countries Such is the
simplicity of the elements upon which the
language of music is based that educational
principles can be more easily and success
fully applied in teaching it than in teach
ing any other language
The major scale is the series of sounds
upon which the whole superstructure of
music is constructed. 1t contains every-
thing there is in music, and furnishes the
true basis from which to work. 1t is the
key, through the use of which the great and
intricate problem of intervals can be very
easily solved. The value of proper in
struction in the public schools as founda-
ton for all subsequent training in all de-
partments of musical education can hardly
be appreciated. But TO be of any practical
value the instruction mus. be of the right
sort. The child must be put in the same
relation to the subject of music as to all
other studies, and the study of music can
be quite as Successful as any other branch,
II the teachers generally believe in it.