Evening star. [volume] (Washington, D.C.) 1854-1972, 1917-01-20
Example Set in Pittsburgh.

I have always contended that the
public school music teachers should not
remain separate and distinct from the
community in the application of their
work, and no less SO should the class
teacher. The public undoubtedly should
be interested in the work of the public
school, and the teacher in that school
should help form that interest. DR..
Cogswen is doing this very thing in
his efforts to produce standard works
with local and school talent.
Take Pittsburgh, for example, among
other cities: What is Prof. Will Ear
hart doing for Pittsburghs school
music? Is he using all his talent to-
ward developing the pupil only? No!
The Musical Observer, published in
New York city, in its January issue
says of him: VIII Earhart came to
Pittsburgh five years ago He found
school music the waif of the education
parceled up into sixty-three districts
and unity of action in school music
was as unknown as the name of the
man who laid the last brick on the
tower of Babel. School orchestras and
choirs were still in spheres unknown
- :. And - 1000 children had no
music study books. . viii Ear
hart centralize(d) power and
abolishe(ed the lawfully enacted
sixty three district fences Slowly
he organized his forces ..
The parents were aroused to the keen
est appreciation of the movement on
foot and all hands were put TO work
to bring about fulfilment of plans
=. One by one school orchestras
and choirs were founded. Concerts
were given .. When the parents
realized that these orchestra and choir
rehearsals, plus the necessary practicing
at home, kept their youngsters out of
mischief. they commenced to appreciate
the fact that music has other charms
besides soothing savages and making
offerings at the Sunday services a very
| touchy incident. They became more
and more interested. 1t goes without
saying that in proportion with the
| growth of their interest the public
school orchestra concerts multiplied.
If all supervisors of music will
learn to apply as much of the practi-
cal philosophy of psychology in arous-
| ing parental and civic pride in school
music work as the man who descends
from Corvinus the great teacher. they
| will have no trouble in heating local
enthusiasm to boiling pitch.
! DR.. Cogswel1 Doing Likewise.
And right here. permit me to say
that our own DIR. Cogswell (whom 1
have the pleasure of knowing person
! for Washini ston-i. e.. heat local en-
/ thusiasm to boiling pitch. Why, in this
| the greatest capital of the greatest
nation on the globe. may we not in the
| course of time enjoy just such musical
treats in our local school sys- EN-? An
annual musical festival augmented by
| local talent at the close OF the school
year would not be amiss. dare say.
| IL would give the Sene~al public an OPP
! portunity to hear and pupils an OPP
| portunIty to per, Oh m in a measure that
| would repay for all necessary effort,
and as well serve to stimulate local i'm
| pulse.
/ With this thought we close: Har-
monte the forces at hand, utilize the
| resources at reach. rekindle the flame
of mutual love OF music. stir the DOR
| nant passion OF music with the stat
i wart harmonies OF Beethoven SYM
phony, Wagnerian dramatic master
piece, Handers sault'ess MESSIAH"
a Mendelssohn's lofty Elijah" Schu-
| oerts Twenty-third islIm." ii. for
an gels voices; Bacn's fuEue or pre-
| .ude, or even our modern Vicsor Her
| Iert, Mcdowell or other American COM
posers of similar rank and there is the
] acted An 5lo-African Samuel Coleridge
Taylor. whose H awatha' and other
works are known the world over. Help
Or CoSswell rank our local public
| school music system as the model one
| If the nation. He deserves it, we de-
ierve 1t. the capital city deserves 1t.
! nd the nation deserves it,
| WELLINGTON A. ADAMS.
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