The Washington times., 1895-06-19

HIttOb.s
Education in singing may be considered
along three lines: The development and
cultivation OF the voice itself, the mastering
Of musical notation and nomenclature, and
the Interpretation of the varying emotions
expressed in song.
The subject is presented to the children
in two ways First as an entirety and
then syntheucally.
The first work is represented by teaching
Ehechildrenofthef frstfour grades from forty
10 sixty little songs, each grade by rote.
These songs are OF two kinds for two
distinct purposes. One class is chosen
for the kindergarten songs, singing OF the
modelling, the weaving. and OF most Of the
kinds Of work these little people do, serv-
ing always TO impress in the pleasantest
way what has already been taught in
other lines. After the children have
studied the bee orthe bluebiTd, for instance,
they are taught charming little songs
about the bird or the insect. Care is taken
that no song is given to tie child that is
not based on has experience. The other
class OF songs, mainly from the German,
is selected from hymns, lullabys, nursery
rhynls, and beautiful little songs Of nature,
drawing the ohild's attention 10 The beauty
OF the tees and flowers. Of the moon and
stars, and 10 the JoyousneSs OF all living
creatures, birds, butterflies, and bees.
The value OF tLese Little songs cannot be
estimated. They arouse aud stimulate
in The child's mind a love for the good and
the beautiful: they are a shield against
evil ana an eItiCement toward everything
that. pure: Trey tend 10 Euild up in
the chiId's heart a love OF nature, with
its eternal. tar reaching influences for peace
and beauty.
To large extent these songs also proceed
from the studies pursued ana the exercises
given IN the schoolroOm. The synthetic
side of the work begins in the first grade
after the work with the songs has been well
started and continues through the grades,
always keeping Just behind the power
OF The children in the first line OF work.
Tue development of single voice to the
fun extent Of its power undoubtedly re-
q5ires the most careful treatment and con-
staut watchrulness OF the teacher who has
made the Development OF the voice the pa
tent study Of a lifetime Therefore the
very rational question may be asked:
what can possibly be done toward the
right development OF a child's voice in
school OF fifty taught each day by ateacheT
WHO has had TO prepare herself to teach
many other subjects besides music?"
The truth is however, that there are
broad general principles guiding the right
development Of every voice. These prn-
ciples are rational easily understood. and
have been So carefully kept in mind by the
general teachers in their daily work that the
children sing with perfect ease, with a
quality Of voice that is purity and sweetness
itsSf
Concisely stated, these principles are
that all right singing comes from right and
natural teaching, and that the muscles which
rightly coEtrol the voice are involuntary,
and must not be hampered in their develop
ment by The spasmodic tension Of the eX-
terror voluntary muscles OF the abdomen
the RIBS or the throat. 1t is singing on the
breath instead OF by consciously tensely
contracted muscles.
In practice the teachers watch 10 see that
children when singing breathe at will
whenever they need, and in addition watch
both the bodies and faces for signs Of
tension. If these appear effort is made
to restore the children to proper condi-
ton OF Inconsistencies and ease 10y nelaXa-
tiOn OF some character. Under no 0rcum-
stances do the teachers talk TO the chill
dren about how or when to breathe, or how
TO open the mouth, or in what position the
throat should be- On the contrary, the
whole aim is to get the child into a state
of perfect ease and Inconsistencies when,
as be sings, the breath constantly calls
into action those involuntary muscles upon
whose pFoporhonate development the con-
trol OF the voice in singing depends.
As result OF this natural method the chill
drens voices are wholly unstrained and
show, consequently, all the freshness and
sweetness of quality which should naturally
then chara cteriZe them.
Reading music requires a knowledge OF
two distinct elenlents-iuterval and time
These are taught separately and combine al
each new step all the way up through the
grades.