The Idaho Republican. [volume] (Blackfoot, Idaho) 1904-1932, 1911-07-21

OF place mere 10 say tudl III dlI NY eA-
perience as a SUPERVISOR, as well as
an observer of many schools, / have
never found such universally sweet
voices among all classes of children
as we have here in the Bozeman
schools. Much credit is due to my
predecessors for he existing condi-
ton, and be it far from me to ever
allow it to be otherwise.
The value of sight singing is not
appreciated is la should be by the
mass of our boys and girls. 1t is
an easy matter to get children to
sing songs, but the idea of concentrat-
ing the mind to the reading of music
to the exclusion of everything else
does not appeal to the Indifferent
child. / do not want to be classed
as a knocker, but ! can not refrain
from saying that much of this indif-
ference on the child's part is due to
the home influences. A single dispar-
aging word from the parent is the UNI
doing of many a music teacher. The
cant sing idea does not often orr
ginate with the child. How much
would l give to never hear the ex-
preston, Il can't sing" again. If We
could only instill the old-time idea
that the disgrace comes from being
unable to read music, and ! would
that we might have the support OF
every parent in this matter. The
music hour is simply joy to the class
who does read readily and it is heav-
en- for the teacher. We are having
some good chorus work done by he
eight grades of our city schools,
which signifies that there is interest
there and the pity is that it must stop
with the eighth grade. Our high
school needs a good live music de-
partment where advanced work may
be done. Many of the high schools
of America are offering courses in
harmony and history of music as well
as choral work and credits are given
the same as in mathematics, history
and literature.
Business education is being includ-
ed in the courses with the result that
those especially adapted for that kind
of work have this gift developed to
such an extent that graduates from
the courses are able to go out and
take positions. Unitarian education
is the thought and aim of the day. If
the purely literary or scientific educa-
ton must be disturbed, then why not
include piano playing as well as cab
met making. At present all children
are trained alike as If they were to
become doctors, lawyers, engineers or
farmers. We introduce cooking, sew
ing and manual training and require
that all children be taught alike
not that we intend or expect that all
will derive the same amount of bene>
fit, but we believe in the disciplinary
value Of teaching. We must admit
that at the age a child enters high
school some thought should be given
to his aptitude and probable life
work. If music be dropped or dis
couraged at this age chances are that
the talents of the musical child will
be crippled and those who might be-
come finished musicians must forego
the cultural advantages of higher ed
~ucation. The problem might be solv.
ed if the educational scheme should
include music as well as the other
arts, as it is including manual and
vocational training. If music were
treated like other branches of study
perhaps as many would be found to
excel as in mathematics, grammar,
writing or any of the required studies.
Because all can not be orators or
poets, does it stand to reason that
the elements of grammar shall not
be taught? Truly, the power of un-
Outstanding and approaching music
may be acquired even though the
power to excel is denied the individ-
ual. But must not discuss this part
of, the subject further. 1t is enough
to say that public instruction in mu-
sic, in our immediate vicinity, ceases
when the child leaves the eighth
grade.
One hour a week is not much time
to give when we have so many points
to emphasize, but we must not neg
lect Interpretation. We aim to give
faithful Interpretation to the senti-
ment expressed by the composer, to
make the aesthetic and educational
value of the music hour worthy of its
place on the program.
As to Concerts
! must not leave this subject with
out saying a word about the value of
school music concerts. Teaching and
the concert must go hand in hand.
To be ever singing with no particular
object in view grows m~onotonous and
this is where the concert has a place.
Nor need these concerts be public af-
fairs. Children are happy in prepar-
ing lessons for mothers and friends to
hear. Let n or two visitors come
into the room and the class shoulders
the responsibility of the lesson per-
iod. But the greatest incentive of all
is the public concert. We do not have
enough of these; we are denying the
public real treats, and with little eff
fort w could keep prepared for many
splendid entertainments. The child
rem are ready and willing to do their
part and 1t would be a great help to
have the public interested. ! believe
that the songs taught each day should
be and are Of such a nature that they
may be used for a public program at