The Washington bee., 1911-06-17
CHATS ON MUSIC AND MUSIC
STUDY,
"A Square Deal.
By !. Hillary TavlOr.


A square deal' seems to be the CRY
of the present age, and in no place
or situation does it appear of more
importance than in the giving and re-
Ceiving of music lessons. Does the
pupil get a square deal from the
teacher Does the teacher III return
get a square deal from the pupil ?
Does both pupil and teacher strive to
give the parent a square deal? These
questions are of great import to all
concerned in the study and practice
of the music art and will repay us
for their serious consideration and
reflection.
Considering this problem from the
pupil viewpoint, | am tempted to say
from 10 years experience in the
teaching profession, that not more
than one-third who take music les
sons. see to it that they get their
moneys worth. They feel that when
the tuition fee has been paid all OBJ
legations on their side cease. Here is
where they are usually wrong This
IS only one part of the contract; the
second is the careful carrying out of
the teachers instructions. suggestions.
etc Pupils usually fail in this re-
speCt because they do not bring sys-
tenn and order in their manner or
method of study. Have a fixed hour
for your daily practice and keep it in
tact from interruptions as far as yCu
possibly can Have the teacher write
you out rules for practice. or if you
are somewhat advanced formulate
rules yourself, which, if followed
seriously, will give you the best pos
slble results. You too often leave it
to your memory to retain all the
comment and suggestions made by
the teacher from lesson to lesson.
when in most cases. 1t would be far
better To have a neat, small notebook
at each lesson in which all important
rules, remarks or suggestions could
be jOtted down and consulted from
time to time during your daily prac-
t1Ce. Keep a correct daily average Of
the amount of time spent on scales
arpeggios, pieces, studies. reviews.
theory, etc. Submit this record to
the teacher at each lesson, the same
will enable the teacher, with the OBJ
servatiOns he may make at lessons, to
direct your efforts more intelligently.
save You much unnecessary loss of
time or labor and to bring him always
we'll prepared lessons.
The doctor must know how you are
troubled before he can prescribe med
icine to cure your ailments The
teacher should likewise know what
you have done, how long it took you
to accomplish your task, what diff
VyFif l.lv ,fe.v-e
what days you may have missed prac-
tiCe, and many other little but never
theless important items, too numer-
Gus to mention. Make a companion
of your teacher cOnfide in him or her
and you will more than likely get a
square deal-your moneys worth.
Taking the side of the teacher. he
should feel that the receiving of his
lesson fee is the smallest part of his
contract and that the giving of an hon
est, all-including' and interesting mu-
sic lesson means, III nutshell. d
square deal and final success for the
pupil. Insist on the pupil doing all
that you suggest and doing it in the
best possible manner. Look after all
those branches of the art that you
know are necessary in order that you
turn out a fine musical product. Tech
mic alone is not enough; musical taste
must be cultivated, the theory and
history of music should receive their
share of attention and other impOr-
tant side features should be brought
to the pupils attention as necessity
may suggest.
Have the pupil cultivate the sight
singing habit, and | know of no book
better fitted for this supplementary