Evening star. [volume] (Washington, D.C.) 1854-1972, 1939-09-10

have only the first aid" toward
To complete it. there are concerts. 7
records. But it is the home, with
its atmosphere conducive to the
study of music, that remains the
most important asset in the making
of a musician or of cultured anna
teur.
The power of directing the flu
ture musical destiny of child lies
FIRST and foremost in the hands of
its parents. Some cases remain on
record where a child has success
fully steered its own course, even
against home opposition, but they
are very rare in comparison with the
life stories of many musicians,
where father or mother looms i'm
portantly back of everything &C
complished
Family Charm.
One often hears reproachful
adult admonishing a child for not
taking proper advantage of oppor-
tunities offered for study. Those
who reproach may not know or
may forget that 1t was the atmos-
phere In the home of those who were
destined to become great that was
responsible for the Child's wanting
to make music. Even today we feel
the charm of the Bach or Mozart
families, all working tremendously
toward the same end.
1t is not the process of taking
lessons that makes a musician, but
listening to music. listening TO per-
formances by students. amateurs,
advanced players, orchestra, cham
her music and of soloists of every
description that develops the under
standing and taste in the very same
manner as profuse reading of good
books enables one to become a judge
of literature. And this is where a
parent has his opportunity to be-
come unsteady educated also and to
learn to understand the particular
type of his childs talent and tc
guide its destiny adequately.
A systematic plan for listening to
good music should be devised in every
family where children take lessons
practice periods should be establish
ed and radio schedules should be
carefully studied and made use of
or a library formed of musical re-
cordings. One family we know of
made practice of turning on master
recordings about the time the chill
dren were falling asleep, so that they
could absorb music SubconSclously
Combined with the love and ap-
probation of music in the parents,
the experiment proved successful, re-
sulting in music loving and talented
children with we'll developed taste
Tor the great masters early in life.
Responsibility Shared.
IN homes where parents lead a
busy life, preventing them from
helping their children beyond giving
them music lessons, and leave every
thing to the teacher. the process OF
taking lessons seldom brings desired
results and often proves to be fool
ish expenditure of money. Given
lessons because the family has de-
creed or because the child asked tor
an instrument as for new toy OF
which it will soon tire, it often drops
music entirely for the lack OF IN
centive. Thus. the study OF music IN
reality is a shared responsibility OF
parent and child with the intelligent
guidance of the former.
Not many are industrious by ma
t,lre. adults not excepted, and there
are not many Mozarts or LISTS VINO
spend their days at an instrument
bv preference. In fact. the irony
of fate often wills it that the more
talented the child, the more desln-
elined toward application. 1t is not
reasonable. therefore. to expect a
child to be serious in fulfilling Its
obligation toward the expended dol
lar and to practice" assiduously
when it cannot envision and, as
matter of fact, neither can those
about them, what practicing implies
and how" one should practice. 10
learn how to work, to know the value
of time and how to utilize 1t to the
hest advantage. Is the outcome OF
lifelong experience which only those
who have accomplished something
cen fully realize and, incidentally,
example is the best teacher.
Need Capacity.
Talent for music lies in the faclll-
ties with which learning comes 10
one Because of facility musical
child does not see why it should
rehearse musical lines indefinitely
But talent alone is not enough 10
make a musician. 1t is the capacity
for work that counts-a capacity
which at all times must equal tne gllt'
BACKGROUND. personality, character
intelligence. ear for music, teacher,
The amount OF help received at nome.
with a stress upon it's quality ano
perseverance. are the attributes OF
q genius. There are many who nave
the intuitive talent of a genius, yet
At is the lack of the latter's stamina
or capscitv which makes them UNIT
10 run the race. If America does
not rate more geniuses it is not
because of a deficiency in talent
which is plentiful, 1t is the absence
of systematic direction, want OF i'm
nortance, indifference at home or
frequently a sense of inferiority IN
the elders. resulting from lack OF
knowledge, which are responsible Tor
not having a greater number OF I'M
usual and outstanding players.
With a few exceptions, those who
reached the summit had the con-
tinued devotion of parent. often
of one whose personal ambition OF
becoming great musician has been
revived in the child. An interesting
example OF this appears in Geraldine
Farrars book. Such Sweet Compul-
sion" In which the credit goes to
the mother for making her sue
eess In the cases of Elman, Heifetz