The times. (Owosso, Mich.) 1882-1897, 1894-02-16
Morals In Music and Gymnastics.

from our leading educators. Were its philC
sophical relations to other branches bette
known; were it understood that the pup
would become a better scholar in everythin
else through proper musical instruction
there can be no doubt that ampler provisio
would he made for it in public education
When Goethe said: ''Level roads run on
from music in all directions" he kney
what he was talking about.
Instruction In this branch should be base
upon the fact that the musical faculty Is i'm
planted in the soul Of every child; Chat il
nothing has nature been more impartial thar
in the distribution of this gift; that, w.thou
cultivation, this faculty may become dor
mant, and at length dead. as it often is,ir
adult years; that II is as much a disciplinary
study as any other in the school room-dis
cipIinary of miRd, body and character; tina
ii should ever be made a medium of thought
the souls thought, which is so often bet
ter than the minds thought.
When the best use is made of this divine
AoCuity &c on CuuCntAOuaL YOWCi, VIC hoy
find truth In the remark of a wise philoso'
pher who said, "Let me bear the songs of
nation and l will tell you its character"
The primary school that knows no music,
whose life flows not out naturally in sweet
~harmonies, will always seem lacking. 1t
reminds one of q still gray day, when no
rays of sunshine steal into the windows TO
bring joy and mirth to the heart.
Music In the school not only awakens in
terest, but it has q refining and elevat-
ing influence.
And what shall we teach and what meth
DDS shall we use TO secure the desired
result? Much depends upon the position
which music holds In the course Of study
whether it is regarded as q recreation or a
regular branch of learning, taught as care
fully, drilled as faithfully in daily lessons
and in which the teacher is held to all
account as strictly as in numbers or in read
ing.
Song singing as a mere recreation should
not be deprecated. 1t is far better than
nothing. There is a certain ethical and
moral value In good words set to good music
that every earnest teacher should recognize.
Many a person may date back some Of the
deepest impressions Of his life to the little
school song, learned in childhood, whose
tender melody and sweet words have made
continual music in the soul.
The choice Of q special teacher to overlook
the work In music is wise and necessary,
but the success of the movement depends
upon the regular teachers, for worthy re-
suits will be secured only through the daily
drill. Children's music should be classical
in the true sense. 1t should be high toned,
suggesting lofty and beautiful images, yet
adapting itself to child life. A good
taste can only be formed in children by sup.
plying them with the good. Their music
should be as carefully chosen as their read
ing matter, and whatever is trashy, stupid,
un~imaginative, cold, should be strictly
avoided. The same may be applied to
words chosen. The words of a song should
be true poetry in and of themselves, so that
their impression is as deep as that of the
song itself. Children naturally love that
which leads their ardent young thought
rather than has been subjected by it. Al
poem full of beautiful imageries, and which
appeals to both imagination and enthusiasm
gains much by being set in song and made
the child's daily companion. The songsl
should speak of WOO and field, flowers and
sunshine, chattering brooks and silver rain |
fun. frolic, happy words and compan-
They should be full of beauty,
expressed and suggested. With sweet
clear ideas, practical application in
technical work, and the best songs we can
lind, our Il. usic will be not only a success,
but a perpetual joy, as everything of beauty
IS.
We have often talked of the broad meal n
ing of the word Education" the ha rmo-
Nous development of all the powers of the1
child, intellectual, moral and physical, and
have agreed that this full development is
to complete living. But have we
not as teachers attempted the training of the
first two without the aid of physical culture?
Have we realized that the growing intellect, |
the developing moral and spiritual natu res
need for a home a body recognized and
cared for as a temple of God. The physical
In our schools should teach the
children to feel this truth. 1t should teach
them prompt obedience and strict attention.
Obedience, not merely for the disciplinary
advantage 10 the school, but also for the life
long benefit 1t will be to them to haye at |
tanned the power of obedience to authority.
makes q better mechanic, merchant, or
professional man; a better employer and
a better leader as we'll as follower
to know how to obey.
Attention, because there is a character !
building element In 1t. The school has the
privileges and responsibilities of making or
breaking character through attention. 1t
must become q habit and there is no part
Of school work that can bring about this re- |
suit more surely than gymnastics and calls
Through these they learn to fol-
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