Evening star. [volume] (Washington, D.C.) 1854-1972, 1892-01-27
MUSIC IN THE SCHOOLS.
Superintendent PoweIrs Remarks on the
Methods of Vocal InstructiSa.

\
| Methods Of Vocal Instructisa.
The annual report OF Superintendent Powell
| of the public schools says:
Music in the public schools throughout the
| country has not been held in very high esteem
| in the past by musicians and other people OF
culture. During the last few years, however,
this subject has undergone searching criticism.
The standard was found to be low. In too
! many instances teachers were found to be sat-
| isfed if the children could be made to sing
music found in their books, though they might
be wholly unable TO sing new music and though
they might render what they sang in harsh,
shrill voices with little or no idea Of the mean
ing or spirit of the music. Teachers did not
seem to realize the prime reason for teaching
music-the cultivation of the child's sensibili-
ties to render him more susceptible to beautiful
and ennobling influences.
The severe criticism on school singing drew
attention Of educators TO the subject The
possibilities of the subject were studied. 1t
was found that really artistic work could be
produced in the schools If the subject were
taught according to the same psychological
principles that govern the teaching of other
subjects. combined with the application of the
general principles OF voice culture. An at
tempt has been made to do work in the
schools during the past year in accordance
with this new line of thought.
he following Ideas have given general d.
rection to all our efforts:
Il. An essential element of good singing is
pure, sweet tone. Throughout the year, there
fore. attention was given to quality of tone.
The children were taught to sing with open
mouths, so that the voice might be properly
placed. For this purpose special exercises were
given which axe known to be conducive to the
production of smooth. full, pure tone.
- IL Is desirable to tram the children to
read music so that they may have the power
TO become acquainted with and enjoy music
as they have the power to become acquainted
with general literature The ability to read
music at sight requires not only the develop
ment OF two distinct types ofseuse perception
that of tone with respect TO pitch relation, and
that OF tone with rhythmic impulses showing
length and emphasls-but also that control OF
the voice which enables the possessor to pro-
duce tones accurate In time and pitch.
1t has been our aim to SO teach intervals
that they may become q possession of the
chlld's mind.
In the subject Of time the effort was to i'm
plant in the mind of the child the time feeling
so that the keeping of time might be an action
OF the mind instead OF being. as heretofore.
mainly mechanical muscular action. The sight
work presented was not only meiodiOus. but
was carefully graded SO that the children (never
having work given them beyond their ability
to execute) might sing new work smoothly and
without the usual fall in pitch caused by hesi-
fancy and embarrassment.
-. Effort has been made throughout the
year to cultivate the sensibilities of the chill
dren and to give them the beginning OF an ap-
probation of the representation of emotion
and thought in forms of music. For this pur-
pose many rote songs were taught. Great care
was exercised In the selection of songs that
they might be graduated to the intelligence of
the children and at the same time be beautiful
and refining in thought and melody.
by the developement of ability to recog-
nize and the skill to make pure, sweet tone,
training the children to read music readily and
by leading them to understand beautiful songs.
and training them to render beautiful songs with
intelligence and real feeling. have We worked
toward the chief end Of teaching music-the
refinement and cultivation of the child