The Bismarck tribune. [volume] (Bismarck, N.D.) 1916-current, 1933-05-02

the right to delete such parts OIL
letters as may be necessary to
| conform to this policy.
ON BEHALF OF MUSIC
April 26, 1888.
Editor Tribune:
I have read with a great deal OF
interest the past few months various
editorials and newspaper articles on
education with regard to the posi-
bility Of curtailing expenses by elm
mating one subject or another from
the public school curriculum. Many
editorial writers fail to resort to the
available scientific surveys and the
results of so-called educational ex-
periments" for the data on which to
base their conclusions but apparently
draw their conclusions almost wholly
from their own necessarily limited ex-
perience and observation.
have had the privilege of teaching
in colleges for eight years. Several
members of my immediate family are
actively engaged in the educational
field so I have absorbed through these
associations some knowledge OF the
changing educational ideals and the
constantly improving methods. But
I shall confine myself to my own field
music. If you will permit me the
space, I should like to draw your at
tention to portion of one paragraph
in your own editorial in the Bismarck
Tribune of April Is, touching upon
that subject:
There is q real question as to
whether so personal thing as music
is susceptible to teaching on a wide
scale" Many people cling to the
theory that one must have musical
talent" to learn music, and so it fol-
lows that If a child learns to play or
sing rather we'll, he is talented" #
he fails, then the failure is attributed
to the fact that he is not talented.
However, such failure is due in most
cases to other causes, such as:
l. Poor application. The same
child would probably fail in arithme-
tic or geography if only the same a.
mount Of effort were expended on
either of these subjects.
2. 1nexpert teaching. Teaching
music is science. It is quite pos
sible that one may be fluent per-
former and still lack those analytical
qualities of mind as we'll as the tech
meal and pedagogical knowledge re-
quisite to good teacher.
3. A tardy beginning. Music re-
quires such absolute precision that if
child is permitted to develop his
rhythm, ear, and coordination unguid-
ed In the early years, later correction
may be difficult. Rhythm, ear, and
coordination are constantly being at
fected by every tune the child hears
and every effort he makes to sing or
play or dance; so you see these are
not qualities which can be locked up"
and released when, In the judgment of
the parent, the child is old enough
to begin music study.
Efforts have been made to analyze
scientifically and evaluate musical
propensities in child. The most sue
cessful tests are those based on the
Seashore tests. DR.. Max Schoen of
the Carnegie Institute Of Technology,
who has been closely associated with
perimentS conducted in Public schools
that only between and 10 per cent
can be said to be "unmusical"-thi
In spite Of careless and often neglected
beginnings. With correct work in the
pre-school years that percentage
could be greatly lowered. I feel con-
fident that any conscientious mathe-
mates or English teacher would have
to admit that probably more than
1919 have no talent for those two
very necessary subjects, but one would
scarcely feel justified in recommend
ing their removal from the curriculum
on that score.
Music played very important part
In every young mans education in
Ancient Greece. The impetus given
music study in the past generation
or two would indicate that music is
about to be restored to its former high
estate In the educational scheme If
the current effort at economy does
not eliminate music study from the
masses. This impetus has not come
only from the many conscientious,
sincere music teachers and professional
musicians the world over, but from
such men as the following, from whom
quote briefly:
!. DR.. VIM. r. Harper, late Presi-
dent Of Chicago University, distin-
guished American Educator, IF could
teach my child only one subject, that
subject would be music"
2. Philander P. Claxton, former u.
9. Commissioner of Education, After
the beginnings of reading, writing,
arithmetic, and geometry, music has
greater practical value than any other
subject taught in the schools,
3. DR.. Charles w. Eliot, former
president of Harvard University, in
transitional figure in education, mus
&c, properly taught, is the best mind
trainer on the list"
Each child in our public schools
should be given the chance to the
greatest Joy in life-the art Of music.
But from a more practical stand
point, music education in our schools
VIII teach the children the value of
disciplined cooperation, of teamwork,
tor the lack of which our great in
dustrtes are severely suffering"
4. q. Stanley Hall, College Presi-
dent and one of Americas foremost