The Lambertville record. [volume] (Lambertville, N.J.) 1872-1968, 1890-09-24
ouR MUSIC COLUMN.
WHAT SHALL WE PLAYG


PART III.
In answer to this query, would adj
vance, as my second proposition, that we
should play what we like.
OF course, in stating this as az axiom,
presuppose certain right to an opinion
or preference, on the part of those making
the choice. based upon at least an average
amount Of natural aesthetic Apste, supple
mented by fair degree of education and
culture in this special line. But even
where these conditions are lacking, l
should still defend my maxim, and advo-
cate strict adherence to II. l wish to
emphasize, however, that my remarks
refer to what soe play +; by no means to
what soc study In our own practice, we
cannot cover too wide range Of moods,
schools and composers. Ii ID the only
way to grow, TO become broad, compre-
hensive, universal, 10 our taste and treat
ment. But genuine devotion toA COM
position must precede any public presen-
tation of it II We look for success.
There Is an old saying, ga live yeoman
Is better than dead hero and 1t sp-
plies here. The most cheap aud fippant
waltz, II given with spirit aud hearty en-
joyment, bringing the rhythmic element,
II nothing more, into strong prominence,
has more real artistic character, Is more
tolerable, than an indifferent, unintelll-
gible, sleepy presentation Of the mutilated
corpse of q noble classic. 74ss
II you do not enjoy co imposition, one
of two things must necessarily be true.
Either there is nothing 10 II to eujoy--iu
that case II should never be played by
any one--or you do not understand 1t, In
which event be very sure that your audi
ence will not. Others will always feel
and share your indifference and generally
multiply 1t tenfold. By understanding
composition ] do not mean merely the in
tellectual grasp OF its form and general
character, but the ability to sympathize
with and fully enter into its spirit, 30 as
to impress 1t upon the listener. ~
An eminent master, who was authority
in both, once said carelessly to group OF
students, including the writer: my
dear young friends, never kiss woman
or play composer whom you do no.
love. Believe me, there will DO no more
warmth in the one than In the other, and
you wrong them BOTH"
In justice, then, to our audience and
our composer, we should play only what
We thoroughly know and like, but prac-
tice and strive to like as many good things
as possible. Ed,oard Barter Perry.
MUSIC STUDY IN AMERICA vs.. GERMANY.
The day Is long since past when II was
necessary for tho American piano student
to go abroad to study.
America Is progressive, inventive, and
quick to utilize discoveries. Germany IL
conservative, and before making practical
use of a discovery insists upon Analysing
Il in minutest detail. Electricity affords
an apt illustration Of this idiosyncrasy.
American energy was reaping substantial
benefits from the employment Of this SUBJ
tie element, while Germans were still pom.
dering over the question, "What Is cleo.
tricity9 2"
The principles OF teaching established al
Stuttgart, Leipzig, and by other conserva
tories Of Germany, forty or fifty year.
ago, are still being taught by those whs
yearly graduated from these institutions
While It is true that Germany can boss
OF more good musicians than America, 4
Is due, not to the superior quality OF in
struction TO be obtained there but to the
law of heredity, which causes talent ia
be transmitted from generation to genera
ton, evolving, at last, q person posses-
sessing superior gifts. Another reason Ia
that the German music student studies
longer and goes further and deeper into
our art, than does the American pupil.
All America needs Is time, to equal
Germany in this regard, as she already
does in many others, and indeed, 1t is in
numbers only that we are now excelled,
as we can with pride point to q group Of
American musicians not to be surpassed
10 any other country Of the globe.
While the musical atmosphere OF Ger
many may be conducive to broadening
the students ideas, this will not serve 10
lieu of comprehensive analytic instruc-
ton, such as is being given at present by
our most advanced teachers.
| The time has certainly come when the
American student may rest content with
the opportunities afforded by his native
land, secure In the knowledge that the
best instruction that the world affords 10
his. III A. Kelso, Jr.
-
VIII Neveri
q a.