The record-union. [volume] (Sacramento, Calif.) 1891-1903, 1899-12-29
THIRD DAYS SESSION.


CONTINUED from Fourth Page.)
more exalted subjects, and it is impor-
tsnt to choose songs purest in words
and music, so that they may learn 70
admire the true and good. Even the
Chinese recognize the wisdom OF IN
Sisting upon such songs. Confuclus
says. Music is one of the most prompt
and efficacious factors for reforming
manners and making the State pros
porous.
In closing she said: eff we neglect to
give our children the beautiful songs,
the happy songs, from our masters, we
are depriving them of the privilege of
learning to appreciate the best of that
wonderful power music That power
SO deep and high that some say it is the
expression of the thoughts and affec-
tons Of the angels, and Carlyle says:
1T is kind of articulate unfathomable
speech which leads to the edge of the
Infinite. If we deny our children a
knowledge of this power we deny them
a way to open,
The inmost center of us ALL
Where truth abides in fullness.
The next paper was presented by
Miss Ida M. Fisher, Supervisor of Mu-
sic, of Alameda, the subject being
practical Methods in Teaching Music
to Children" In opening Miss Fisher
said: Music has been called the uni
versal language, and rightly so, for
there is no faculty so common to the
whole human race as tone perception
and the ability to sing. In nothing has
nature been so impartial as in the dis
tribution of this gift.
When Walter Scott said, Let me
make the songs of the nation and l
care not who makes the laws" he had
the correct conception of the influence
which this divine art exerts over the
soul.
The paper was one of great merit,
and she handled the subject in a
mastery manner that held the audi
ence. 1t particularly impressed the ne
cessity of keeping the pupils interested
in the study in order to develop the
best results. In closing Miss Fisher
said: Should the work of music done in
school result in establishing a lasting
dislike for music, it would be better if it
were never introduced. 1t is a mistake
to teach the science at the expense of
bers to be awakened and nourished,
and it is our duty to see that it re-
ceives proper nourishment.
Let US move the soul with this har-
monious voice of creation, this echo of
the invisible world; one note Of the di-
vine concord with which the entire uni
verse is destined one day to sound.
Mrs. Howard of Sacramento was then
introduced and sang Ben Bolt" She
was followed by President Juliet Powell
Rice, who had chosen as her subject
1.-The Effect of Different Songs (Music)
on Children" (a) What Kind of Music
Do Children Want?' Cb) What Kind
Do They Need?" In handling her
themes the speaker ignored the angelic
attributes of little ones, and portrayed
them in all their human traits. She
disclaimed that the sweet strains of the
human voice and the soft rhythm of
the words carried the little ones out of
their human foibles and naughtiness
by the simple hearing. Music rightly
applied was one of the main helps to-
ward educating and directing the
thought and ideas of the child but
wrongly used there was nothing more
detrimental. Interest the child" SAID
the speaker, Gin the spirit of song. In
many instances the little one gets its
first impression of music from songs
heard at the theater or whistled along
the street.
1T was the jingle of rag-time melo-
dies that in many cases first attracted
childish interest, and not the classical
,enditions of noted artists. And the
ho coid nf
jority of the rest of the human family
Sousa and his band will pack any the
alter in the land. and yet his music is
by no means considered to be of the
highest classical type. but it draws the
populace far better than the most pol
ished efforts of noted songsters and
musicians. This being true, and II
cannot be denied. if it be necessary to
attract the interest of the little ones
by the introduction of the rag-tlme
melodies into the schools. by all means
adopt them, but in SO doing chose the
best, by the best, those cleanly wordeo
and most melodious, start the children
in the song with a swing and abandon
that will impress them with the spirit
and melody, and after acquiring their
interest lead them into more classical
walks with such melodies as the Anvil
Chorus or The Tinker's Chorus ETC.
There are many things worse to teach
than coon SONGS" said the speaker
land yet you must acknowledge tha1
they are liked not only by the children
but by the wicked portion of the teach
ing fraternity as well. The great mis-
take in the public schools Of to-day is
that we attempt to teach above the
heads of the scholars. Begin by get
ting the child to sing what it likes. even
il it be the despised coon songs, and
then lead them on to the popular idea
of the day if you find it necessary. The
speakers theme was so Originally
handled and wittily portrayed that II
provoked storm of applause and
laughter"
Miss Xena Roberts of San Francisco
was then introduced and sang several
songs. finishing with a time melody
that more than emphasized the IDEAS OF
Mrs. Rice. and the session ad1ournec
DEPARTMENT OF HISTORY.