Kansas City journal. [volume] (Kansas City, Mo.) 1897-1928, 1897-12-12
MUSIC In EDUCATION.
MISS MARIE HOFER I'VE A COON
TALK on THIS SUBJECT.
There Is No Normal Standard, the
Lecturer Claims. rs We Ntbrate
the Extremes of
Too Much or None ut All.

Miss Marie Hofer, one of the leading
eXponents of Kindergarten work in this
country, in an address in Philadelphia the
other day, on The Use of Music in hid
Culture said:
las 10 what the musical education OF
a child shall be we have had no normal
standard. So far we seem TO vibrate be
tween the extremes of too much or none
at all. We say children have talent or no
talent. We either start a child in his mu-
steal training with a distinct view OF max
ing an artist of him or we ignore him al
together. We have had no middle ground
which considered music as a part OF his
general education and normal development
rather than rs an art to be specially cui-
tivatcd. This We show in d lack OF dis
elimination in the choice OF music, whlch
We would not tolerate in pictures Stor-
les for our children.
rs there moi a healthful middle ground
that we can take in which weak limitations
and merely pretty songs and sensational
melodies and jinSicS can make way Tor
those which have bone ana hber, charaG-
ter and purpose? An experiment was made
in "A vacation school this summer with
children wholly unused to good music.
music that says something and has a ba-
sis for saying it. After singing music of
this class for some time the children lost
all interest in the jingles and sensational
airs which they had preferred before, be-
cause they liked the story songs so much
better.
These songs were largely on the folk
song order. containing a healthful. whole
some thought suggestion on the basis of
some real thing, tradition, or past expert
ence. and related to some real doings in
their lives. We tried as far as possible TO
carry out the old traditional thought, of
song as part of life. which wholly sue
cceded, though given 10 children of our
latter day American civilization where
song and work have long since parted
company. Now it was a nature story told
in a simple and direct way and made in
terestinE through Interpretive rhythmic or
melodic treatment. Often there was a song
activity and again a good rousing noise
for the boys where the little savage might
have full play in lusty voice and strong
accent.
"A vesper hymn which inspired a strong
religious sentiment so worked out the art
thought that when we had finished one
of the children pointed TO "A print of Mil
lets Ancelus' which hung on the wall and
said: There it is So great was the
transformation of rudeness and crudeness
the music work that 4 class of the most
unruly boys begged every day for Rein
ecke's delightful fairy story song, Fair
their rough voices to sweetest quality, in
order to meet the aesthetic demand of the
Interpretation.
For impression. the child must know
and feel beauty long before he can voice
or express ii. Silent and dim In the ba-
by's mind lies the little seed of apprecia-
llbfI III bll upon lblu 1 ldllCy > utllCdle
tissue. Shall we rudely and crudely and
wrongfully shock 1t into consciousness on
the lower plane of emotional life, which
will result most certainly in the ultimate
lower moral tone OF the individual? The
use of light and bright-not bad, but triv-
ial-music. such as the marches used gen.
orally in the kindergarten at present, sug-
gest thoughts for reflection. Through the
ear We can play upon d child's whole inner
self and can make or mar much that
stands for his finer power.
In our endeavor to simplify and meet
the child's limited capacity of expression
inanities or milk-and-water sentimental.
tiles. The fact that music is saying some.
thing becomes obvious to the younges,
child without calling his attention to the
fact. Let the music speak for Itself. sins
well, play well, and play definitely fol
him. Be sure that you are letting it speak
and, II your music is good and has a rea.
son for being, he will get its message"