THE EDUCATIONAL VALUE OF MUSIC
BY DR. H. M. BARTLETT OF DES MOINES COLLEGE
Time was when parents looked upon music as unworthy of serious consideration. But that time has passed. An education has taken place that places music high among the other arts and sciences. There is no art so universal in its relation to human life and experience as the art of music. Music as an art is still greatly misunderstood and misrepresented. Music means more than sounds pleasing to the ear. Music is not a theory, BUT A LIFE. It is the all embracing attitude of man's whole life, and the most beautiful expression of mind, soul and body. Music is the one triumphant fact that makes Heaven what it is; and religion finds in music its most beautiful expression, and its grandest life has gone out in music.
The paramount object of all true music education, is to so train our youth that when they are older they may be able to judge and discriminate between that which is good, and that which is bad in music. There are forms in music that are elevated in thought, dignified in style, and full of prayer, praise and patriotism. On the other hand, there are forms that are demoralizing, and the musical expression of that view of life that is low and demoralizing. It has the same relation to good music that dime novels have to good and wholesome literature.
We know that ignorance is an evil--a fact universally acknowledged--affecting not only the ignorant, but exerting an external influence, and that the existence of an ignorant class is a public calamity. The enlightenment of such a class and its elevation to a higher intellectual plane is a public gain which justifies and affords a full return for the public money by its promotion of the material interests of all classes of society.
Music is one of the most powerful civilizers we have, and a higher order of musical culture is the most poent [sic potent] agency we have at our disposal for elevating and refining the children alike of the rich and poor. In providing children with an innocent source of amusement, in awaking their higher aspirations and enlarging their capacity for refined enjoyment, we are, in a measure, protecting the community against the growth of a class imbued with evil tastes and evil habits.
"There is no darkness but ignorance." The value of education is to let light into the dark minds. If that light can be admitted by the means of music, let it have free access in the mind.
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VOCAL, BY KATHRYN BRAY HAINES
A well trained voice is perhaps the finest possession one can have, and it is pleasing to note the work that is being done with young voices in our public schools as preparation for later vocal study.
When one compares the work that is being done under competent supervisors in the school of today, with the work that was carried on perhaps ten years ago, there is much cause for rejoicing among voice teachers everywhere.
It is a well known fact that formerly, youngsters were allowed to not sing but shout at the top of their voices and all this was thought to be a good test of great lung power--the one shouting loudest to take his place at the head of the class. It is quite different now and the pupil who appears before the teacher for instruction with a forced tremulous voice is the exception rather than the rule.
The principal troubles that confront the average voice teacher are the lack of patience on the part of pupils and also lack of ability to concentrate the mind. By lack of patience we mean the unwillingness to spend enough time and energy to acquire a good vocal technique.
Too many pupils have the song idea firmly fixed in the mind when they commence vocal study. Often times simple vocalises with station syllables or words will satisfy the pupil and also go a long way in helping towards good enunciation. The lack of ability to concentrate the mind perhaps accounts for so much of the mechanical singing and absence of temperament we find in so many pupils. While what we call temperament is largely a gift, it can be acquired to a certain extent--and the pupil who sings with expression and feeling is one who is thinking of nothing in the world but the one song he is singing. If each one could be made to follow the saying of an old master, "Sing less with the voice and more with the head," progress would be much more rapid and teaching indeed a real pleasure.
Too much cannot be said about breathing. A pupil given a naturally beautiful voice that is even throughout its registers, flexible, and resonant, can never hope for success without good breath control It is the foundation for all vocal work and this cannot be impressed upon the pupil too firmly. Work at the beginning, work after a good start has been made and work continually thereafter, is a good motto for any one to hear before them when entering upon the study of the voice.
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From: Industrial Edition, published by Atlantic News Telegraph, Atlantic, Iowa, 1913, pg. 35.
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