The Caldwell tribune. [volume] (Caldwell, Idaho Territory [Idaho]) 1883-1928, 1914-07-10

Education" 1t depends, | suppose
upon ones point of view with resDect
- music and art, what they NAV stand
LOT IN education, and perhaps, upon
the way they are taught. Ideas as
10 what education is supposed to do
lot the average person will also affect
opinion in the matter. One NAV &C.
cuse me, naturally, of being biased
N my opinions entirely in favor, for
instance, OF music. l am, and l be-
heVe with Just cause. Hence a state
nent such as you make, practically
including music as belonging to fads
FORCES me to sit up and take notice.
oelleve there is ample Justification
1or music in the schools on the
grounds OF educational, mental. and
cultural development; Furthermore
tor the influence a knowledge of mn
SIC, the right kind-can exert in spir-
Itual growth. | would certainly in
clude art in all this, though can.
with certainty, only speak of music.
30 tar as music as a vocation is con-
cerned, there is indeed no reason for
It's appearance in the schools, unless
other vocational studies are taught
But the schools should afford, in all
ways possible, mental training to
mt one not only the better for some
vocation, but should assist us to an
appreciation of what is good in life.
Schools should give mental discipline
and cultural knowledge. They should
prepare for and aid in forming char
acter, nor should they forget that the
inner nature is we'll worth some at
tention. Whatever studies, or meth
DDS Of study will assist in cultivating
the reasoning faculties, and in de-
veloping the powers Of self-expres-
sion, should be worth while, and
in me with the best kind Of education
1t is commended that the proper
study of music will aid greatly in
mental discipline and training, in
self expression, and certainly is valua-
bic as cultural element and a part
OF our social life, Very likely music
is not always taught to the best ad-
vantage in our schools. 1t is OF too
recent Introduction for proper
method Of presentation to have be-
come standardized the country over.
This, however, does not disprove the
value of music. Other studies fire.
quently suffer from the same lack OF
helpful presentation.
Who will deny the influence OF mu-
sic in our lives? How many times
have | heard the expression, Il wish
had been able to learn something Of
music in my younger days" These
people appreciate the fact that music
could be of much comfort and cheer,
to say nothing of added enjoyment,
If they had come into intimate con-
tact with it through the days Of
growth when ones nature is in the
forming. | will make bold to assert
that so far as real value to our future
life is concerned, for the average
person, music is infinitely to be pre-
terred as a study in the schools than,
say, algebra or the like. We hear
that algebra, and geometry, is great
for mental discipline For the aver
age girl it certainly is worth nothing
else, and | question it there. Music
may afford as great a mental training,
and no one can deny that it will mean
more in later life to the average per-
son.
| am not referring to the study OF
some instrument or of singing. The
particular phase of music, giving such
mental training, is the hearing OF
music-the training of the ear. The
concentration required, in listening in
diligently to the many features in the
art, affords a discipline that makes its
study an exercise of great merit. A
great drawback to genuine enjoyment
and profit with the average music
lover, even, is that dependence is
largely placed upon the eye sensations
and not upon the ear. This because
of lack of development Along with
this training of the mind through the
ear sensations, goes the study of mu-
sic as an art and as a power for ex-
preston. This, the cultural side,
tends to bring out each individuals
capacity for appreciation of the beau
| tifr1 and makes for richer fuller ma