The Lambertville record. [volume] (Lambertville, N.J.) 1872-1968, 1890-10-01
OUR MUSIC COLUMN.
THE lsELuRNcz OF SCHOOL MUSIC ON PIANO
PUPILS.

PUPILS.
II is often matter OF surprise TO me
that teachers of the pianu take so little
interest 10 vocal music, and have won
dered sometimes whether we MUSICIANS
are not just little inclined to be wrapped
up each 10 his own little world, forgetting
that there is anything deserving of atten-
ton beyond the limits which bound our
individual work.
I am willing to acknowledge that the
followers OF vocal art are quite as narrow
10 this particular as are instrnmentalsts.
In general way we all acknowledge that
the ideal life is an nnselfisn one, but when
it comes to business 1t seems tho way of
the world to think that the ways and
means which bring success to self are
those which are most desirable for US to
adopt.
So In considering the subject before us
shall ask you to look at the matter from
a purely selfish standpoint, and l shall
try to show that the piano teachers OF the
country should use every means 10 their
power to secure the introduction of good
music into the public schools, not only
for the benefit of the children who attend
these schools, but because by this means
they may more easily secure the results
for which they atm, aud thus add to their
own regulations, aud establish nursery
from which their classes will draw new
material of the most desirable kind.
Music, of all the arts, is the most
evanescent. 1t is a thing impossible to
perpetuate, except through living artists.
The works of the great masters Of painting
speak for themselves no living artist
hand is necessary to interpret their beau
ties; even the most ignorant IN art may
stand 10 their presence and be touched
With the heavenly fame which inspired
their creation.
Music Is the youngest OF the arts, she Is
still In an early stage Of development.
Doubtless the time may come, when one
who can play OF sing composition Of a
master win be able to interpret definitely
the emotions which brought forth the
music, but now, although music speaks
more directly to the heart than any other
art, its language Is indefinite and liable to
new perversion from every individual
who speaks it. That It is language cap
able of bringing joy to the Borrowing,
peace, comfort and gladness TO all, none
deny, and we who have chosen the high
calling OF interpreters Of this divine lam
guage should leave no means untried for
the education of all toward more perfect
understanding OF its meaning.
Every great work for race of people
must begin with the children, and nowhere
can the children be reached so generally
Ne 10 the public schools. In the public
schools to-day may be found all the great
artists of tomorrow, In the public schools
of to-day are the audiences OF to morrow,
and the development of the art of music
depends upon what we to-day do for our
artists and audiences of tomorrow.
The teacher of the piano may say, ''If
the spirit of the artist exists 10 an indivi-
dual 1t will find means OF cultivation, no
matter how adverse are the circumstances,
and music as taught In the public schools
can be only superficial kind, which can
be Of no value in thoroughly musical
education" Even II the first objection
were true, there can be only good results,
from making the earlier attachments OF
the youthful artist easier to acquire, and
| am personally Of the opinion that
knowledge of music could be gained In
childhood In connection with the regular
work OF the school. We should have
broader musicians than we average to-day
as class, and that would mean larger
number of great artists.
AS to the superficial character of the
music taught in the public schools, this
fault is certainly not necessary one, and
II 1t 10 general one, who lie to blame II
not the musicians themselves.
Piano teachers are more numerous than
any other class Of music teachers. Every
small town has lite piano teacher, and in
large towns they outnumber the vocal
teachers ten to one. Now II all piano
teachers would interest themselves 10 the
music 10 the public schools, what would
be the result9
First, no town would be without music
In It's schools. II the music were proper
ly taught, an interest would be created
which would soon arouse every parent to
give his children all the musical advan-
tages the town afforded.
The cultivating Of a child's taste Is
matter OF great importance; far greater
than many OF US realize. Bad taste Is not
a natural endowment; 1t is the result OF
wrong education. The child who hears
frivolous, trashy music constantly APP
plauded by his elders, naturally concludes
that what his superiors call good must be
good, and thus poor taste Is cultivated In
him but in the same way, exactly oppo-
site results are obtained. Let child
hear good music, and when poor music
reaches his ear, let him hear 1t condemned
as II deserves and he acquires good taste
without any effort on his part.
Can any piano teacher inform me OF q
greater good to his profession than to find
bis pupils already possessed Of good mus
ical taste
see have not confined myself entire
ly to.tbe selfish side of the question, as l
promised to do when began, but think
that 1t will not be difficult for any piano
teacher to dednce the conclusions which
promised to make for him from what
have already said.
And IL any one is inclined to doubt that
.....atn 10. thn v.,.t.l.a anhorta ~. M m