The Idaho Republican. [volume] (Blackfoot, Idaho) 1904-1932, 1911-07-21
WHAT MUSIC DOES FOR PUBLIC
SCHOOLS
(By MISS STELLA oDEKIRK)

(Note:-The following article was
written by Miss Stella Odekirk, musl-
cal instructor of the public schools,
and read by her at the last meeting OF
the music department of the Woman s
club at BoZeman.)
The first attempt to introduce music
into the public schools of America was
made some seventy five years ago by
|Dr. Lowell Mason, of Boston, head OF
the Boston Academy of Music, assist
ed by officers and teachers OF that in
/ stitution. The story of how they
fought and won is a long one. Suffice
it to say they did win, and the good
sown then has spread, taken root and
filled the land, and we are able to
see the result of the following state
ment. made in the report of that first
great committee of public school mu-
sic: I'm it's innermOst circumference
it encompasseth round about a ma
ton; may it speadily be introduced as
a branch of school instruction into ev-
cry town and village of the land
This is realized to quite an extent to-
day, as we all know. The progress
has been slow, but a people must
needs be educated by degrees. Now
music is Systematically taught in all
our large cities and in scores of our
towns and villages. A few states re-
quire that it be taught and that teach
ers pass a satisfactory examination
before certificates to teach are grant
ed. Music is then put on a credit bas-
is. This appeals to the unmusical
child who works only for credits. The
condition is not ideal, but it has many
points in it's favor. Throughout the
greater part of the west no passing
credit is given to the child for time
and energy spent along this line. We,
as supervisors and teachers, are sup
posed to exert such a high influence
as to make all children appreciate
their opportunities, and to create such
love for the aesthetic that ali, with
one accord, shall move as with one
mind, and then on the music lesson.
o, to have lived in Queen Elizabeth's
time, when every cultured person was
supposed to know music. A certain
dinner party is recorded where, when
diner was finished, music books were
passed around; n gentleman, with
a blank look, announced that he
could not take part in a madrigal.
This caused such CONSERVATION among
the guests that said gentleman forth
with sought a music master.
Whatever the conditions that exist,
and in spite of the fact that we feel
we are working at a disadvantage, we
cannot but admit that We are making
progress. We have done away with
the over-specialized past, when child
rem were taught by outsiders who
came in merely for the music period
and were in no way connected with
child life. We now have teachers who
belong to the system, who teach that
music is part of life and ought to
have an influence OF every human
faculty. 1t is our aim and ambition
TO teach music, SO that children will
learn it on account of our teaching
and not in spite of 1t.
Turn now to the influence of music
Recreation" says Locke, sis not be-
ing idle, as any n may observe, but
easing the weary part by change oil
business" Alteration of thought and
action Is a part of wisdom, and vocal
music seems best fitted to this change
of occupation. 1t is recreation with
out dissipation of the mind, a respite
yet without Reorganization; it re.
stores jaded energies and sends the
child back to his duties invigorated
and refreshed.
In teaching public school music
the following is our aim:
To develop a love for good music,
To develop a musical voice.
To teach sight singing.
To induce musical Interpretation.
The class of music taught today
can not help but be of influence for
good among our girls and boys and
teach them to realize the difference
between substantial material and the
trash, of which there is SO much
floating around.
Should you take the trouble to in
vetsigate you would recognize that
the main feature is to illustrate some
well known characteristics of music,
racial or individual, and contains that
which vitality belongs to child life.
Forms of music are presented from
the simplest folksong to melodies OF
the great composers. The children
love the folk songs and it is always
interesting to them to know that
there was once a time when there
was no written music and that melo-
dies originated with and were re-
tanned by a people, and even though
we can present but a few strains from
the different productions of our great
composers, it is a Joy to children to
be able to place such compositions
when listening to artists.
Some of the best living composers
are represented by settings of poems
every one should know" How great
ly we are indebted to Robert Louis
Stevenson for his verses, dear to
every ones heart, young and old,
Perhaps Alice c. D. Riley comes next
as a juvenile favorite, her verses be-
ing SO greatly a very part of the child
himself. We must not pass by
Phoebe Cary, Helen Hunt Jackson,
Margaret Sangster, Lucy Larcom and
James Whitcomb Riley, as well as our
great poets whose subjects are pre-
sented to us in song to fit every varie-