The Birmingham age-herald., 1917-05-11
Mrs Evelyn FetcherCopps Years of Study of the Child II Mind Makes of Her the Music Montesorri of America

page series of symbols on the key board. using muscles and nerves wholly uncontrolled; instead of compelling n,nil to copy or express the thoughts Of others the s'Fletcher Music Method re- ouires the forming of small classes or children, varying in number from three to seven. and through the use of inter esting devices and materials peglns teaching them to think, then to under stand. then to express themselves.
 In speaking of the practical results or her work Mrs. Copp said
 CT shall always uphold the ideal that i- otr instruction we must follow the lead of the child, not drag him along. The child must also be protected at all times from mental fatigue we piace greater stress on how the pupil arrives at 2 conclusion than on the fact that he arrives For instance, the children break to pieces the keyboard which IS one of the many parts of the Fletcher apparatus. so that in putting 1t together again they gain a thorough KnoWleuse of it. The manner of each chlld assem- bling of his keys together appears 10 pc of no moment to the average musician, but our children are taught to analyze themselves and the way each child ar rives at a conclusion can become more valuable than the mere fact that he ar rives. We do not have our children learn to read and write the English language merely to quote the writings of the great men in literature, but we expect them Io use it also for all practical everyday needs in expressing themselves. Sirni- Iarly our aim is that the child snail use this language, music, every day; thar ne shall express himself in his own nttle melodies, harmonizing them not pys rue of figured bass, but with his growing mass of harmonless, inspired and guided Tn ms choice not only by constantly uevelop- ing ear, but by the intelligence he uses through his ear as he reads, because he Is being taught the true harmonic signin- canoe of every chord and scale passage run and trill Tn his music.
 ssIt is because music Is to be & source of freedom to the child that we must give him the facts so easily and pleas antly so that no conscious effort goes to the symbol when the moment comes to express himself" she continued. "A happy idea strikes you; you quickly make a note of 1t before it is forgotten. Fancy being so foolish as to think that the intrinsic value of the thought will be enhanced by dotting it down in Creek
 "Oh. the hidebound conservatism or people who are afraid that we shall lower music. desecrate the art, if we make It too easy for the children to learn." ex- claimed Mrs Copp. "One music teacher said to me, and she Is typical of many, "A generation of such children and there will be no respect left for the composers of the past To which I replied: Do I gain or lose respect for Worth, Paquin or Delmonico because I am trying 10 make a dress, trim a hat or learn to cook? You might as well admonish an enthusiastic art student not to paint, or he will lose respect for Rembrandt or Murillo.' Such reasoning is, of course, ridiculous and inconsistent, and yet the average music teacher has always rea< soned that way.'