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judge intelligently of music teaching is not wholly due to indifference. The public don't know, and it knows that it don't know. Even the superintendent of schools usually finds himself incompetent to judge of the work in music. The able and experienced superintendent gives invaluable assistance and wholesome criticism to the entire corps of teachers, excepting the supervisor of music. When witnessing the work in music, the superintendent is entitled to look wise, and usually proves his wisdom by consistently neglecting to commit himself further. If he be a man of courage, and feels sure of his ground, he is also entitled to look pleased, while the supervisor, perchance brilliantly incompetent, goes his way in perfect peace, fully conscious of the unique situation which shields him and his work from destructive criticism. The supervisor of music, whether he be an expert or a novice, must plan and carry on his work unaided either by expert assistance or criticism.

It is peculiarly necessary, therefore, that the supervisors of music should be men and women of good scholarship, sound judgment, and thoro professional training. They should be broad enough to see and appreciate all sides of the subject. The too frequent controversies among supervisors, threshing over matters that should have been settled in the training school, is evidence of an inadequate and one-sided training. For example, it is anything but creditable to the leaders in school music to be found either discouraging the teaching of sight reading or arguing against rote singing and song interpretation. Both are essential. One may be able to secure results in sight reading that will astonish and delight most of his patrons, and yet be utterly unfit to supervise school music. He may secure sight reading and still be devoid of musical taste, ignorant and incompetent regarding tone quality, and utterly indifferent concerning the necessity of keeping good music constantly before his school. Such one-sided work is a failure, and is justly condemned by the best class of musicians. Again, it is equally true that school music is emphatically a failure where it does not give the children the power to read music; where the study of sight reading is neglected and the technical study of music is considered uninteresting and beyond the comprehension of little children; where the energy of the supervisor and teachers is concentrated on song interpretation alone. It would be equally sensible to study the English language by means of recitations. and declamations learned by rote.

True success lies in developing both sides of the subject, and it follows that the supervisor should have, as it were, a twofold education; first, a technical training, providing a practical knowledge of musical notation, the elements of harmony and counterpoint, a fair degree of familiarity with musical literature, and more or less skill as a singer and accompanist; second, a professional training, adding to his academic knowledge skill in methods of teaching. He must study the child voice

and learn the simple but all-important principles which govern its care and development. He must also be an expert in the classification and treatment of adult voices, a training invaluable in the work of the high school. In addition to all this, he should be a capable and successful conductor of both chorus and orchestra.

Is it urged that this will require years of preparation before one may become a supervisor? So it will, and so it should. The character of the work demands more than ordinary ability and training. The ordinary high-school teacher must take four years in college or university before beginning teaching; can it be maintained that the general culture and professional training of the supervisor should be on a lower plane? The whole trend in school affairs is toward increasing and broadening the teacher's equipment. Speed the day when the specialist in school music shall be the peer of his colleagues in ability, scholarship, and special training! Our calling, instead of being lowered and cheapened by free entrance, should be guarded and uplifted by a comprehensive and elevated standard of admission. The proper and only way to gain for the profession its rightful place is to elevate the character and equipment of its membership. A higher standard means better ability, better training and better compensation, with infinitely better service to the community.

This paper would be incomplete if it failed to suggest a remedy for the evils pointed out. Several weeks since, the writer prepared and sent to all state superintendents of public instruction four specific questions concerning public-school music, and invited an expression of opinion. upon a fifth, based upon a statement of facts concerning the responsibility of the state in the matter of the competency of the supervisor. Thirtyfour replies were received. Every one of the thirty-four heartily favor the teaching of music, and in the states where it is not taught extensively the superintendents deplore the fact and hope for its general introduction. Twenty-seven have some sort of music course in the normal schools; sixteen requiring it for graduation, eleven, making it elective. Four provide regular instruction in the county institutes. In only four states is there any serious attempt made to examine candidates for supervisor. In the remaining thirty, the examination of the supervisor is left to the city superintendents and boards of education, who do not examine. These officials, being unable to pass upon the competency of the applicants, choose the supervisor either upon letters of recommendation, general hearsay evidence, or personal preference. Fourteen expressed no opinion on the last question; four thought the state had no responsibility in the matter, and sixteen believed it the duty of the state to establish and maintain a standard of qualification for the teaching of music in the schools.

Two things are evident from these replies: First, the state depart

ments of public instruction are favorably disposed toward music to a surprising degree; second, the competency of the men and women on whom the success of the whole matter depends is virtually left to chance, with practically no protection against incompetency.

What can be done to improve the situation? Whatever is attempted must be done in a careful and conservative manner, with due regard to existing conditions in the particular school system under consideration. In states requiring uniform examinations for all grade teachers the problem is simple. In the state of New York, for instance, simply one change on the part of the state department in its attitude toward vocal music would result in gradually working out a solution of the difficulty. Let music be placed on the same basis as other subjects in the course of study; let it be truly recognized, and not, in effect, ignored. This would require but one addition to the force in the state department. It would necessitate having on the board of examiners one person thoroly qualified and experienced in school music. His services would be invaluable. He could help bring order out of confusion. Take, for example, the matter of music in the normal schools. As long as the selection of the instructor in music is left to providence and the board of trustees, so long will the normal-school training in music be, in the majority of cases, a miserable farce. The marked success and effectiveness of the work in an occasional normal school where there is a competent and successful instructor only proves the folly of the present system. With capable instruction, based upon a well-planned course of study, excellent training in vocal music might be given to a majority of the grade teachers of the state. It is entirely feasible to gradually establish a standard of fitness in music, both for the grade teacher and supervisor, doing great good to the cause of school music, at small expense, and working hardship to no one except the hopelessly incompetent. Neither should there be great difficulty nor serious opposition to the working out of this or some better plan.

A few weeks ago the superintendent of public instruction of a great state wrote as follows concerning music in the schools:

I am in hearty sympathy with any movement which is to give the subject of vocal music proper consideration in the public-school curriculum.

He and all other progressive leaders are only waiting for sufficient light to enable them to act wisely. They do not know, and ought not to be expected to know, the needs of school music. On those who do know, on the progressive supervisors of this country, rests the grave responsibility of making plain to these and other powerful friends of music the proper means of lifting this, the greatest of all forms of expression, out of the mire of incompetence toward the domain of art. They have adopted music into the family of studies; now let her guardians see that she be not abused nor neglected; that somehow there shall be provided

a way of protecting this, the most sensitive of the arts, against crude and unsatisfactory teaching; that there shall be built up a profession thoroly qualified and equipped for the great work which it is destined to do.

To this end should the efforts of this department be directed. By sinking differences concerning matters of detail, and uniting on the essential truths held by all sane members of the profession, the Department of Music Education should represent the most progressive thought and spirit of the times, doing its full share toward placing music where it can do its unique and wonderful part in the refinement and unification of this great people; sowing and nourishing in their hearts a spirit of love. and devotion which will help mightily to live, and, if need be, to die, for country, for home, and for the brotherhood of man.

THE PSYCHOLOGICAL AND ETHICAL VALUE OF MUSIC ELIZABETH K. FAIRWEATHER, TEACHER IN NORWOOD HIGH SCHOOL, HAMILTON COUNTY, 0.

In this age the characteristic attitude of every activity is the scientific. A raison d'etre is demanded at every turn. Education is not exempt, but, lifting itself out of the traditional and haphazard, is seeking to deduce rules of practice from certain first principles. Here the so-called new education calls on psychology for principles of instruction, and on social science, including ethics, for principles of education; the one dealing with methods, the other dealing with subjects proper to create the well-educated man.

To meet this urgent demand for a rational psychology upon which to base a systematized education, there has arisen in the field of philosophy a band of most earnest thinkers, who, going beyond the study of perception, reflection, judgment, will, etc., are studying the evolution of the whole personality—not merely of the intellect. To these men we, as teachers, owe an immense debt. Their work is not yet done, nor our obligation finished, altho they urge upon us not to expect too much, nor to expect any patent process.

Today we give attention to one of their findings, and to a few thoughts which grow out of it. They state the end of education as a training, not to get a living, but to live; as an effort to put the child in complete possession of all his powers; to furnish him with a complete preparation for life as a whole; to make him a dynamic personality; to enable him to adjust himself to the civilization in which he finds himself and the universe of which he is a part.

As we place our system over against this ideal, how ill-adapted to such high purposes it seems! How has it gotten where it is? In our mad zeal for knowledge we have concentrated all our attention on the

intellect. Grudgingly we have yielded lately a few minutes a day to the training of the body for health and the hand for skill, but we have had no time or place for the systematic cultivation of that third side of man the heart, the sentiments, the emotions. May we not here have our finger upon the cause of the widespread disappointment in the results of modern education? Our smart men are not all good men. We must recognize a philosophy of the heart, which underlies that of the head. The feelings are mighty factors behind will and action. To know is often not enough to move to do, but to feel is to act. It is not only necessary that the emotions be trained, that right aspects of them be inculcated, before which the baser will disappear, but that it be attempted not too late. The emotions show themselves early, and settle into fixed habits, which make or mar one's happiness thru life and that of all who come in contact with one.

With the cultivation of the feelings goes that of the imagination, by which one can be led to create a world of his own, to conceive ideals of beauty, virtue, nobility, happiness, by which his life may be dominated, and to enter into the joys and sorrows of his fellow-beings, and even to approach the divine source of all being.

Education must foster whatever elements are in man; it cannot deal solely with the surface, but must take cognizance of the vast and spiritual behind and beyond.

This need for awakening and cultivating the feelings which lie at the foundation of all sensation and will, in order that there may be a har- monious development of body, mind, and soul, readily makes itself felt, but it does not suggest how it shall be done. Neither are the voices of our guides, the psychologists, so unanimous.

Few think that the study of ethics as a science will give us help, since that should come late in development, and the books so far presented for use in the schools are very inadequate.

Some of the leading thinkers hold that all knowledge is saturated with feeling; that each subject in the curriculum has its feeling side, its moral tone, which should be inculcated with it, and give no special place to moral instruction elsewhere. This necessitates the teacher having the right feeling, and lays a heavy responsibility upon him.

All agree that, in the finest sense, the highest things cannot be taught, but must be caught, as it were, by contagion. Spirit grows by contact with spirit. This brings us to the supreme importance of a great personality in the teacher.

As a further outgrowth of these two facts first, that some subjects have more of the ethical element than others, namely, that those into whose creation the most spiritual force has gone can give out the most; and, second, that, being denied the touch of a great living personality, the child can be brought under the spell of those works which

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