Rock Island Argus. (Rock Island, Ill.) 1893-1920, 1897-09-18
PSYCHOLOGY AND MUSIC.


SoAAS 6tVoA " OK. =. Z. DhItuOl-
omew at Augustana college on
psy chology and its relation to mu-
sic. In this course it 10 aimed to &C.
complish the following things:
First, study the nature Of the mind
and Its several modes Of activity;
second. study she nature of its me-
dia of expression, the nervous and
the muscular systems; third. study
the relation OF mind and the nervous
system to music and the study of
music; fourth, find an explanation Of
the why's and whereiores Of musical
theory and practice. thus economic
ing both time aud energy; fifth, dis.
cover truly rational methods for the
study Of music.
DR.. Bartholomew said in his open.
ing lecture: This conservatory
may congratulate itself on being in
the van Of great movement, q silent
revolution going on today in the
musical world. The radio Al thing in
this movement consists in making
psychology the basis of musical
theory and practice. This move
ment is only part Of the general rev.
olution in educational ideas. The
old heroic ideas and methods of edu-
cation have been superseded by more
humane ideas and methods. The
new education proceeds on q ratio al
basis, namely, correct knowledge of
the nature OF the human mind. The
progress of the life principle In edu-
cation is one Of the greatest things
in modern times. The kindergarten
idea seeks to economize the child's
overlooking fund Of life, and turn
it to use in the work of education.
This idea is equally applicable - mu-
steal education. Eeform in musical
education has Jagged behind chiefly
on account Of two extreme views
concerning music: One, that music
is exclusively matter OF mechanical
practice; the other, that music be-
longs to the high and airy realm of
pure genius. A new conception of
musical education is growing in the
popular consciousness. A common
mistake has been that the ability to
read notes coupled with q certain
amount OF vocal or digital skill, con-
stitutes musical education. What
we want is a musical education that
will embrace Intelligent Information
on all the numerous elements relat-
ing to music as a science and an art,
both theoretical and practical.
''The,e is growing today demand
for a broader intellectual basis of
musical education. knowledge ex-
pands the mind, sharpens the facul-
ties. enlarges the capacity for doing
and approaching, fills up the souls
personality with the essence of
power. Whatever adds to persons
general power and efficiency, adds
just so much 10 his musical re.
sources and ability. This fact is be-
ginning to receive some degree of
attention among the progressive
teachers Of music Consequently,
knowledge of such subjects as
psychology, aesthetics, acoustics,
physiology. history Of music, theory
CT music. harmony, etc, are coming
to be recognized as necessary to a
common musical education. The
change of sentiment In regard to
harmony may serve to illustrate the
general change now going on in the
musical world. Time was when the
study OF harmony was not considered
essential, but merely an embe, ish-
ment to a common musical .duca-
ton. 1t was even declared Il be be-
yond the comprehension of the aver
age pupil. Hence it was left entirely
optional. or was slightiugly treated.
or positively discouraged. Even
yet harmony IL scaled book
TO the majority Of advanced pu-
pills, and also to many teachers. But
harmony is not beyond the compre-
hension Of the average pupil. II
properly presented it is both compre-
hensible and interesting to the be-
ginner. 1t should be commenced at
an early age and carried on syste-
matioally, keeping pace with the
pupils development. When the
pupil is learning chords it can only
be disadvantage to him to know
why chords are written thus and so.
The beginner should be encouraged
TO compose chords, not alone slav-
ishly learn them. In the case of ad-
vanced pupils. the study Of harmony
Is the fest step to the higher knowl-
edge OF mueic and better comprehen-
sion Of the works of our great mas
ters. The change OF sentiment in
regard to this one subject is fairly
representative Of the general change
in educational theory. What has
brought about these changes? Chief
~ the recognition Of psychology as
the fundamental science in all edu-
cation"
These lectures are given each
Tuesday morning at IL O'Clock, in
the conservatory rooms of the col
lege. The subject for the next lee
ture will be emusic, and the Musical
Faculty Of the Soul"
HUckl10Os AR0h~ safv~