The Idaho Republican. [volume] (Blackfoot, Idaho) 1904-1932, 1907-12-13


To-day.
Lamentable is the fact that Ameri
ca has drifted on to the third cen
fury, and only in the last few year.
has had free musical education in it,
public schools, taught systematical
~ and definitely.
That musical nation or a music
loving and appreciative people cannot
be developed in so few years goes
without argument. Also, that in or.
der to produce in our American ma
ton the germs of true musicalness
we must begin at the bottom, and
build substantially, is confirmed by
the examples and results of much old
er nations.
AS in good literature, so in good
music, three essential and definite
elements are required. First genu-
Inc emotion; second, adequate express
sion; third, intelligent Interpretation
and appreciation.
In our present system of public
school music, we are building a sub
stantial foundation for later develop
ment.
Considering the first requisite
genuine emotion. How shall we de-
velope in the child genuine emotion?
Easily! Tell the child short story,
In child language, ask a few questions
about Santa Claus, George Washing
ton, flower, pony or a dog, and
see how quickly his emotions and
imagination can be stirred to the
highest tension of his nature.
Then teach simple little song
with some one of these stories incul-
Gated. This not only vitalizes the
child, and stimulates the emotions,
but, too, 1t has decidedly beneficial
effect upon the quality of tone pro-
duced under such influences. We
find the stiffness of jaws and vocal
cords relaxing wonderfully and the
voice naturally coming up out of the
throat; thus unconsciously the child
produces the high bell-like tone a
quality to be indeed sought for.
Adequate expression-we can find
no better examples to illustrate ade-
quately expressed emotions in music
than Germany with her Wagner, Mot
Fart and many others.
After we have vitalized the child.
stimulated emotions, developed ina
gination, then we must place in his
hands medium with which to ade-
luately express those emotions; to I
stop short of this would be crime,
Tor In these emotions lie the germs of {
genius, which, when properly cultur- ,
ID and cared for, produce musicians. t
And here is the opportunity for the q
chool field to perform its proper 7
JUNCTION and lay the correct founda- I
lon for the development of a musi- a
al nation.
Germany is not a musical nation
ecause Of her great composers, but n
er great composers are a result of II
he nation being musical, and this Il
Of the nation has been {
eveloped by the strong, systematic s
nd compulsory management of pub 8,
C school music within her borders. C
One hour a day is devoted to music
German schools and it is not is
'eated as an extra, but Is establish ia
l upon the same basis and as a CT
vim with the intellectual education ia
the child. n
In America about one hour per in
eek is considered a good deal of /,
me to devote to music, and is in al Y,
ost every or in great many in
ances treated as an extra. At this til
all pace one can easily see how ne
r we still have to travel to be even on
tn Germany, and with her strong su
Hiding why should she not excel? fo
Intelligent Interpretation and ap-
present public school tn,
stem is paving the way by develop sci
power in the school child to read tv:
sight musical phrases and songs. it)
ordlng good practice in acquiring gre
'2iency to sing the most difficult
.ervals and rhythems. Ear train ma
shares also great deal of atten- viii
n.
The study of the development of wo
Isle both vocal and instrumental: ba,
study of the lives and character der
les of compositions of all compos- will
etc. for
That music is inspirational entire onl
Is an opinion which has restricted |
advancement of public school ask
sic to some extent hitherto. But "
the day is at hand when the posi- ers
that every normally constituted din
ID can be taught to take tones as gre