Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1898-12-23

writer said, All states which a are dis-
tingulshed for the best laws show the
greatest love for music. Ii music Is mere
~ plaything and amusement, and mere
~ TO arouse the emotions: II II has not
higher mission, why does the book Of
God mention its origin?
Al the histories of the world tell us
Of the power Of music and it's high con-
slderation by all the people A Bucks
port teacher tells me she considers music
invaluable to her She is musician and
She said to me that when her pupils were
restless and bubbling over with mis-
chief, she makes them take the singing
p wheh ev anS alng m several s
II IS great factor in discipline, as was
said by Luther. This is proved by every
INVESTIGATION that ma has yet been heard Of
Educators are coming to apprecla te more
ana more its disciplinary powers, when
properly taught.
branches is by no means the theory of 4 n 4
enthusiast, but is a practical possibility,
nay IN, more , necessity, to the broad
as the word is generally used, means th,.
working together of all branches, so that
one throws light upon the ether. Music
progeny taught assists in the study OF
Feadng because both require the same ]
mental processes. As we aim for sweer
tones, 1t will soften and refine the chld's
manner of speaking. It will assist in their
music must be properly pronounced an.
ne.d just so long. 1t helps in clear enun-
cation. We require them to write music |
spelling and writing. In the study of |
literature. music assists by preparing the |
mind SO that it appreciates the beauties |
at sight, 1T assists in. the analysis in
grammar The advanced student in music |
must have quite an ability In mathema- !
ties, to conduct the theory and difficult |
n daValnninpr tl,.1i
imagination of the pupil. Vocal music is !
a form of physical culture, as it requires |
erect easy position and an increased |
amount OF breath which strengthens the
lungs and improves the circulation. Tenn
oerance is strengthened and taught in the
many songs, sung The patriotic songs |
llso teach patriotism. The ability to sing
u to be able to play upon. an instrument, |
$ passport into society. II Is a source |
If pleasure to others well as TO the i
musician The cost 20 a town will nor
oe over % cents year to a pupil and al |
that price many a prodigy may be edu-
,ated,of whom we shall be proud In years
to come. AS on' education becomes more
complete music is found to be more
necessary for physical, intellectual and I
moral reasons. Let me saw before clos
ing. that believe everyone who has no
vocal deformiiy can learn to sing.
The following is the full text of Hon
J. w. Bradbury $ paper, read by M
Mnot.
The grand .sstem of public schools for J.
all classes in t1e community at the public
expense. originated in New EnglarG.
rhere HAD been parochial and other kir.ds.
where, that am aware Of The leading |
purpose was to give TO every child. in the
community lich or poor. the opportunity
to acquire sufficient education for good
citizenship. Every town was little
democracy in which every citizen had an
equal vote and Intelligence was a neces-
sary qualification.
/ had some practical acquaintance with
our system Of education in the early par;
Of the preseat century. ] attended the
common school until ! was seventeen. I
then went to the academy for two terms,
and in the winter of 1920 ! taught
common school; and continued to teach
md going through college. On leaving
college in 1925 | took charge of Halloween
Academy and was Its preceptor for a
year; In the autumn, f having three
bar. 1 taught a school for the instruction
IF teachers. for three months.
Our system of education at that time
of the common school. the .aca-
denny and the college. 1t was the COM
mon school that educated the great body
Of the people. in comparison with the few
academy than the common schools could
give, and the fewer still who sought Il
still higher education i'll the college.
In good farming towns the usual course
was a three months term every winter. in \
each of the school districts into which the
town was divided, taught by master, .
and a like term in the summer for the
small pupils taught by young lady.
Neither teacher had any assistant. save
that occasionally one of the most ad-
scholars would be asked to attend
to small class.
The studies We're reading. spelling,
writing. arithmetic and English gram
mar. with very little of geography:
Reading aloud by classes received a
good deal of attention. Spelling was not
neglected. A miss caused the delinquent
10 go down in his class. Spelling matches
were had at stated times, two of the best /
writing the writing books were preserved ,
to be exhibited at the closing examfna-
ton.
In arithmetic the dullest could master
simple rules. The usual course gave a
good knowledge of fractions and as far
as the simple rule of three, while the best
scholars went through the arithmetic of
the day.
In grammar after committing the
rules, the drill in/passing in Pope's .'Es-
say on Man" was a substantial discipline.
1t needed. however, the practical method
Of correcting bad grammatical para
graphs on paper.
: The teachers were generally intelligent
and faithful. They lacked the advantages
that a thorough preliminary education.
training for the purpose. would have
given them.
could then afford. 1t answered
well the purpose for which it was de-
signed. it gave substantial education for
good citizenship. 1t produced race of
men, who by their intelligence, industry.
and perseverance, nave given character TO
the State. and made them useful and hon
bic citizens wherever they have gone.