with its inevitable loss of time and regular study in preparation and the reaction and indifference which are sure to follow, but he must be willing to assist on proper occasions with contributions which lie in the path of his development. He must avoid the brass band and waving of flags, but be ready to present the art side of schoolwork in a dignified and worthy manner. In all he does, he must keep his great office ever before his mind. He must at times bend to the popular will, but it must be under great provocation and the spirit of art must never be degraded. The sort of popularity which great display and large numbers bring is not for our ideal supervisor. His influence must be far more subtle, deeper, more lasting. It must be based on the influence which each child carries from the school to the home day by day, little by little, all pervading, everlasting.

In this matter I have the ideal supervisor in mind. He has spent, lo these many years, in a great and flourishing city. Whatever faults of method he may have, however poor his general plan of development may be, we care not, for in a whole city-full, not one voice but sounds his praise; praise not of the man, not of his music, but of the silent, persistent influence for good which he has sent to thousands of humble homes. You cannot think who it is? Well, he does not care!

One more word and we are done, but this time it is Carlyle's word. It should be learned by all who would emulate our ideal supervisor.

No man adequate to do anything, but is first of all in right earnest about it, first of all a sincere man. I should say sincerity, a deep, great, genuine sincerity is the first characteristic of all men in any way heroic. Not the sincerity that calls itself sincere, ah no, that is a very poor matter indeed; oftenest self-conceit mainly. The great man's sincerity is the kind he cannot speak of, is not conscious of, nay, I suppose, he is conscious rather of insincerity; for what man can walk accurately by the law of truth for one day. No, the great man does not boast himself sincere, far from that; perhaps does not ask himself f he is so; I would say rather, his sincerity does not depend on himself; he cannot help being sincere! The great fact of existence is great to him. Fly as he will, he cannot get out of the awful presence of this reality. His mind is so made; he is great by that first of all. Fearful and wonderful, real as life, real as death, is this universe to him. Though all men should forget its truth and walk in vain show, he cannot. At all moments the flame-image glares in upon him; undeniable, there, there!

I wish to make this my primary definition of a great man. A little man may have this, it is competent to all men that God has made; but a great man cannot be without it.

THE VITALIZING OF THE CHILD THRU SONG

I

ESTELLE CARPENTER, SUPERVISOR OF MUSIC, SAN FRANCISCO, CAL. This Fourth of July, just one week ago today, found a very touching scene enacted in our city. Thousands of people celebrated the day by song and speech in Golden Gate Park. If by chance you had been passing the pathways and drives, you would have come across the men, women, and children wending their way toward the stadium where the exercises were to be held.

There, in spite of car strikes, the people were showing their patriotism. Those who could not ride were walking. They were carrying their lunches. They were out for the day. The boys and girls were trudging along with no complaint. It would have touched you to have seen their happy faces, and moved you, as it moved me, when you realized that a group of little girls of six, seven, eight, nine, ten, and fourteen, would yet have two miles to walk before they reached their destination. I stopped the carriage and bundled them in and saved their energy for the singing. Yes, for those little ones were going to sing; that was their part of the program. Never a word of complaint as to the distance; never a wish to ride even, only so happy to be able to sing. They laughed and called to other groups as we passed, "to be sure to get there on time." There seemed to be a spirit of sympathy in the air-strangers smiled at one another at the sound of happy voices, and hastened their steps toward the goal.

Why was there all this joy and gladness? A great feeling of love for country was brooding over the city. A day when everyone forgot differences; when the souls of people awaked; when troubles seemed to fly; a universal impulse was moving them, and the bright sunshine and the summer air seemed all the more precious and exhilarating. Our country, our state, our city belonged to us more than ever, and again our hearts pledged fealty and loyalty to the best of our ability.

So these thousands of people paused in their strenuous life to again send out their patriotism. Is it any wonder that it seemed impossible to have such a day of patriotism without the singing? Is it any wonder that the committee wanted the children to sing? Did it not seem right that these little hearts should pour forth their delight in honoring the nation through the patriotic songs of the country?

Because of many reasons, distance, strikes, no rehearsals, and my trip to Los Angeles to meet you, I tried hard not to have the chorus, but how thankful I was when I reached the scene that I could do my part with the children, to help them lift up their voices in song because our hearts were stirred with loyalty.

I am sure these songs in turn strengthened patriotism, and made stronger in the hearts of the older people the love of home and country. I am sure that that Fourth of July will always inspire them and the memory of the beautiful day, with its great stretch of green grass and moving trees, the sweet childish voices, the noble speeches will all bring back the words composed by Henry Van Dyke and sung to them, to the music called California:

I love thy inland seas,
Thy capes and giant trees,

Thy rolling plains;

Thy cañons wild and deep,
Thy prairies' boundless sweep,

Thy Rocky Mountains steep,

Thy fertile mains;

Thy domes, thy silvery strands,
Thy Golden Gate that stands
Afront the west;

Thy sweet and crystal air,
Thy sunlight everywhere,

O, land without compare,

I love thee best.

The outpouring of these sentiments in music seemed to make more vital the content of the words. The music called forth an emotional element more poignant than words alone could have done.

The other day I stepped into a cobbler's shop, and imagine my astonishment when I found the cobbler a rapt listener to a march from "Aida" which was being produced in a phonograph. The shoemaker, together with his assistants and his pets, a rooster, a cat, and a dog, were enjoying the music immensely.

This was a modern adaptation of the scene from Wagner, I assure you, and though not so musicianly, still it seemed to give pleasure. The very smiles on the faces of the men, the gleam in their eyes, and the tones of their voices, the sound of their hammers, all told the fact that the music had affected them.

When we are stirred deeply by simply listening to the right kind of music, how great a factor it may become in awakening and stimulating the emotions when the music is actually sung, and when is it studied about and loved.

The emotions may be intensified and uplifted by the continuous use of the kind of music that will have the correct effect upon the impulses.

If these impulses respond quickly and exactly to certain kinds of melodies and harmonies, then it is our business to know what causes will bring certain results; it is our duty to see that these causes are put into operation, so that the desired results may be produced.

Because it is natural for the civilized being to give expression to the emotions thru the use of the vocal organism, it is our duty as educators to find a way to make song-singing a more universal custom. There should be more singing in the homes, in the schools, in the churches. Music should be recognized as

an essential and as important as fresh, invigorating air in the schoolroom.
In fact, it creates an atmosphere and refreshes all those who enter into its
realm. That is, if it is understood and the meaning of the composer correctly
interpreted.

This power of song
is so forceful because it reaches "the innermost center
of us all, whence truth abides in fulness," and thence arouses the essence of the
man or child, and if presented correctly, it quickens the mainsprings of
action. It has the power to formulate the motive of life.

When a child is possessed of this power of pure song, it is, as it were, a gift more precious than diamonds; it is a fountain of joy. It makes these words seem possible; "I am youth; eternal youth; I am the sun rising, the poets singing; I am the new world; I am a little bird that has broken out of the egg; I am joy, joy, joy."

How I remember a certain outburst of song from a party of tourists travel

ing in the Yosemite. We had just crossed the highest point in the journey; we were eight thousand feet above the level of the sea. We were descending into the valley. On one side of the road there were steep rocks, on the other side of the road were many beautiful redwoods, a green meadow, the running river, and high above all rose the sheer and tremendous "El Capitan," three thousand feet high.

We were breathless, silent, stupified by the wonder, the grandeur of those massive boulders, those immense walls so high and sharp; we said nothing; we thought nothing; we were held and gripped by an elemental emotion.

All at once we drove around a curve, and there before our view from the top of rocky heights 2,600 feet high sprang with a roar the Yosemite Falls. It poured over in one leap, 1,600 feet, then formed a short cascade, and then jumped 500 feet. We were speechless; then our feelings surged and broke loose; with one accord, we cried out; we were on our feet; our hats came off, and waving, we sang;:

My native country thee,
Land of the noble free,
Thy name I love.

I love thy rocks and rills,
Thy woods and templed hills,
My heart with rapture thrills,
Like that above.

I never can forget the moment; America and Yosemite Falls seem to belong together. That rush of feeling of admiration, awe, love, and patriotism expressed thru song is undying, and will always be an inspiration to higher endeavor.

We all know from the earliest ages that the song and dance have been joined together, and that both are the outcome of the feelings; that the Egyptians, Hebrews, and Greeks were distinguished for the song and dance and beautiful. plays.

It is the knowledge that emotions are the cause and produce active and vocal utterances, that makes us careful in the selecting of the strong rhythmical songs for the child who is just beginning to deal in song, because the history of the child is the history of the race. By the use of strong rhythms which are caused by elemental emotions, we hope to awaken a response to rhythm and arouse the elemental emotions in the child.

Just as the dance forms grew out of the dance, so the songs of home, country, God, and war grew out of the elemental emotions of love, fear, courage, and worship. So by giving the folksongs and patriotic songs, we hope to arouse the children into action. The emotions can be stirred most deeply by the singing of these songs; patriotism, love of home, and love of God in the truest sense can be forcibly impressed thru these songs. Besides, from an educational standpoint, also, it is wise to instruct children in the different songs of the nation, and to tell the children the names of the men who wrote the words and music of the different songs. As a rule, people are not familiar enough with

the names of the men whose songs have lived. songs of other countries by their correct names. many interesting ones as can be found.

Neither do they know the So it is advisable to teach as

But of course the songs that refer to our state and our Union should be taken first. It is while the children are still small that we must give these songs, so that each heart is instilled with a strong love of our own United States. It is these songs that vitally grip the children. It is the music of these many songs that has lived for years. They have survived by reason of their truth of expression, not only of the spirit of the period of their birth, but because they are heart-truths; an outpouring of musical thought and feeling of the most comprehensive kind. They came from the people and belong to the people. They never die. They are expressions of all that has touched the springs of action. Thru them we can sympathize with the sorrows, joy with the joys, and fight for the rights of those olden people. These songs express not only the oldtime emotions, but also express the heart's emotion. So they will always be dear and beloved melodies to use, from which we may gain strength and comfort.

This music which so easily affects the young minds, added to the stirring or tender words of the songs, will hold and influence the hearts of those who sing. In almost every one of these songs there is a particular story that can reach the interest and emotions of the children.

In giving the songs, I beg that whenever there is a story that can be told about a song, the teacher will tell the story to the pupils, and will not fail to draw out the best sentiment of each song, so that the children will be inspired, not only by the music, but by the associations of the noble thoughts embodied in the words.

We never know just what story or what word will impress the individual child. Thru the peculiar influence of music, the child is most susceptible during the singing-lesson, so let us not forget that in the use of music in the schoolroom, we have a tremendous power of awakening and vitalizing the highest in the child.

These songs are not only beautiful to hear, but they should refine and influence for good each boy and girl who really sings from the heart. These songs have lived. These songs have stirred men to fight and die for their country. These songs have soothed, comforted, and uplifted many great and noble men. Think how the "Marseillaise" aroused one French army, and how many have been helped to better things by "Lead Kindly Light" and "Abide with Me."

So I would ask that wherever there is a chance of appealing to the best in the boy and girl thru song, that you do so, for by means of the song you are enriching his ideals. You are leading him to make for himself strongholds that can never be destroyed, pictures that will not fade, treasures that will be priceless!

When the familiar words and melodies of the old songs are heard, they