Evening star., 1898-07-13
MUSIC EDUCATION.
The Subject Discussed by Mrs. Carrie
II. Admins.


The closing session of the department of
music of the N. e. A, held yesterday after
noon at Gunton Temple Memorial Church,
was well attended. An especially interest
ing feature was the paper read by Mrs.
Carrie B. Adams of Terre Haute, Indiana
who said it was gratifying to know that the
influence of music was thoroughly appre
ciated by pupils, patrons, boards of trus-
tees superIntendents and educators gener-
ally, and that the efforts of teachers had
met with well-merited success There was
row one of three things to be done-remain
stationary, retrograde or build up more
stately mansions. 1t behooved us, there
fore, to look well to the foundation We have
laid, If we are to build.
A comparatively small number of schools
employ supervisors of music, and yet music
is being taught in three-fourths of the
schools. Who is doing the work? The reg
ular teacher. Where does she prepare for
this work? Very likely in a normal school.
With what previous training does she enter
upon her work in the normal school? Very
little. What does the normal school do for
her? Places her in class with hundred
others and attempts to equip her for the di-
rection of the music work in her next
school, in one term, usually. How can
teacher of music be equipped in that length
of time unless previous training makes 1t
possible? If the regular teacher is to teach
music as she teaches mathematics, she
should be given the same opportunity TO
prepare herself for the work in normal
sci col course of study.
Importance of ROte Song.
The speaker pointed out that very little
attention is given to voice culture that does
away with the nasal twang or the aggres-
sives metallic tone. All organs OF speech
and song can be cultivated and every train
ing chool for teachers should see that the
enunciation and articulation of the student
is of the purest. The Importance Of the
rote song justifies the belief that more
definite work should be done along that
line. In many schools rote songs are the
only music LESSONS given, and, since the
regular teacher is to do the work, her prep
araton is matter of great moment.
The thing most teachers need is an actual
working knowledge of the subject-matter of
music first, and the ability to use the for
ma! side subjectively next. A teacher
should know the sign side of the subject.
else how will she know when not to teach
signs? If trained supervisors cannot be
placed in every school, then. In all justice,
school teaching in our normal schools great
er opportunity to study music, since they,
| of necessity, must teach it.
Sensible Conclusions.
| If boys voice is changing and he does
not care to sing, why not take up the prin-
| cipal triads and biography? she asked 1t
was fine field, too often neglected, and
much enjoyed by every mathematically in
| clined youth.
| The masses will sing coed music when
| they have been shown where to find it in
| the simplicity adapted to their needs, and
| it Is through the door of the little red
! school house, the more pretentious village
| school and the normal school that these
strains must come The pillars which shall
| support characteristically American mu-
sical structure viii be based upon the pub
| lie school music, which shall include the
voice. mind and soul culture; knowledge
| of combinations as well SUGGESTIONS of
! tones; an interest in what has been. what
| is and what will be with the regular teacher
| prepared to direct the music work as in
| teligently she directs the work in other
| lines.
The program was preceded by songs rem
dered by classes from the Washington
| schools, conducted by Miss Anna e. Scam
| nell, supervisor of music.
| The election of officers resulted as fol-
| lows President, P. G. Hayden, Quincy,
| ILL.,; vice president, Mary Grannis. Spring.
| field Mass. SECRETARY, Lucy Robinson,
Wheeling, w. Va.