The central record. (Lancaster, Ky.) 18??-current, 1913-02-21


Has not the time come when it should
be said. IF music has no specific value
or definite purpose, no necessary place
in eIucation, and in the affairs of the
world we should dispense with it,
Il it has these things, if it is necess-
ary in education, in social conditions
and IN religious worship, let us rise to
the dignity Of true educators and as
certain what music's place is, and then
make it our imperative duty to see that
it mas its place, and no longer permit
its Indifferent and disrespectful treat
mcnt 1t is slowly being recognized by
ali that music. to have any real justifi-
cation, must be allowed its proper share
in the formation of character. and in
the training OF the generation Of to-
morrow.
or course a man may become mil
lionaiTe or prominent politician with
out having a spark of the ''divina fire.
in his composition; he may make cor
ners without knowing anything at all
about counterpart but in the main
what keeps the wcrld going is charact-
er. Music does much for the DISPOSE
ton and character, it provides recrea-
ton and utilities leisure, it may be a
limitiess blessing to the home; the
church could hardly exist without it.
The child taught to discriminate between
music and vulgar noise will not be
tempted by the trashy shows that are
perhaps the worse curse that affiicts
the life OF the poor and the weak.
Daily contact with good music is sure
to beget love for it and appreciation OF
the diverse manifestations of its power
and beauty. What then is the mission
of our schools? If it is to teach child
rem how to read, wnte and cipher, then
it can be done in two years when the
child is eleven and twelve years Of age,
and the country can reduce its APO, 200
teachers to less than 100, 900 and turn
over three fourths of the school money
to politicians in the sewer, street and
police departments; but if it is expect
ed mat the schools can in eight years
teach all children to read fluently, to
spcii all words correctly, perform ali
examples accurately, and solve all
problems promptly for the rest Of life,
then, beg to submit it will never be
done in eight or eighteen years unless
the Lord repents Of the way he has
made man aid breathes new life into
the children of men. Too much time
none at all; to practice is all right, to
drill is no bore in school or out. One
never drills on piano, she practices.
The senseless magnifying of the three
RS makes schools that can only hold
children by means of compulsory
school law, that expression Is an lndIct-
ment of school system that drills ali
life and spirit out Of many children
One mission of public schoo music is to
wipe that word compulsory, OF. C. tie
school laws. You can never get music
into school, nor anyt'.ing else that is
aglow with ME. until educators talk Of
education as 4 fountain and not as a
foundation.
What is the real, vital mission of the
public school? Is it not to do for the
children as a whole what they will find,
all in all. beneficial through life, not
simply in business, but in the home and
in society, in enjoying life as well as
being able to live, in getting genuine
pleasure out of others, and in keeping
youths and adults from going wrong
physically, intellectually and morally.
School music must be devotional, will
be under any reasonable conditions. 1t
will inevitably breathe religious spirit
into the day. 1t is the one phase of re-
ligious activity that does tend to be
dogmatic, UNCONVENTIONAL or sectarian.
In the present skeptical state of the
public mind toward dogmatism and its
almost reverential attitude toward the
public school, it is worth all the teach