The age-herald., 1901-12-15
MUSIC AND
MATHEMATICS COMPARED.

Just where arithmetic and music touch may not be readily seen, yet the method of thought employed in musical and mathematical study is the same. Both deal with invisible realities, arith- metic with numbers which exist only in the mind and music with sounds which only exist as the auditory nerve trans mits them to the mind. In both the nec- essary processes are purely mental, and music correlates with arithmetic in that it assists the mind to deal more readily with things unseen.
 ''The introduction into the school music readers of the national songs of other lands directly correlates music with geog- raphy, and the singing of national song of another country will do more to in- terest the pupils in the life and customs of the people than pages of facts about mountains, rivers and cities.
 Pupils are often required to copy the words of a song, taking care that the spelling shall be accurate and the execu- tion as neat and correct as possible Music Is thus made to correlate with writing and spelling and the exercise furthermore serves to strengthen the memory.
 Physiology and physical culture have for their object the training of both mind and body, so that each shall help the other to it's highest usefulness. Vocal music properly taught Is in itself one form of physical culture. for 1t requires an erect position, and an increased amount of breath, which strengthens the lungs and improves the circulation. Music is recognized as a great aid to school discipline, because for it's proper execution there must be uniformity of action, because the influence of song on the human heart is softening and re- fining, and because 1t Is natural for chill dren to sing, whether in school or at play. and the music lesson makes them happier and better contented with their work. Some one has said, the essence of moral behavior Is self-control, and if music aids in developing self-control 1t may justly claim place in a large school.
 we have already stated that the study of music requires constant exercise of the will, to keep the body in a correct posi- tion the vocal organs responsive and the mind active and attentive. Let one watch a class attempting a new exercise and he will see further evidence of self control in their movement and expression Here Is child who readily grasps the musical idea and could sing the work in much quicker time, but he must and does curb his impatient ability, that he may not mar the work of the class as whole beside him may be the slow, but patient earnest pupil, whose every effort is taxed to keep him from tagging; and in another row Is the child who seems naturally care less, or perhaps whose home training is at fault. To his child nature the self control he must exercise to hold one note two beats when it is so much easier to sing them all alike. or to keep still on rest when he wants to sing straight on, is as valuable in the formation of his mental and moral habits as Is the solu- ton of a more serious problem in adult life. He comes to feel in the music les son that he must make his work a help ful part of the whole, and that the suc- cess of all the others depend in a way on himself. This, after all. is the central truth in all school discipline. and, more than that he who learns it best and car ries it out in his life is best prepared for citizenship in republic like our own