Musical education

“ Jaques-Dalcroze took the view that technique should be nothing but a means to art, that the aim of musical education should be, not the production of pianists, violinists, singers, but of musically developed human beings, and that therefore the student should not begin by specializing on any instrument, but by developing his musical faculties, thus producing a basis for specialized study. This training could only be obtained by awakening the sense, natural though often latent, for the ultimate bases of music, namely, tone and rhythm. ”

“ At this age the prospective musician will begin to try himself out, will discover the necessity for untiring and well-directed work, will concentrate in the field of his most natural musical outlet, and will work hard in the face of the imminence of the decision as to success or failure in his own judgment, in the judgment of his teachers, and in the judgment of his companions and public. If successful here, he may continue his musical education in specialization, since music is essentially a body of skills. ”

“ The goal in musical education in this period should be to recognize individual differences, natural capacities, and native interests and urges in their natural stages for the development of a well-rounded personality. We have long since abandoned the notion that every girl should play the piano. What we need to learn now is that we should not allow the musically-gifted child to die with all the music in him, and that the musically gifted should not be exploited. ”

“ Upon fear being expressed that her price, double that of other teachers, would limit her class, she said her pupils having her voice as a model could learn in half the time required for those who had only the tinkling of a piano to imitate. Though she believed singing should be taught by a singer, a tenderness for her own experience made her insist that the best way to begin the musical education was by having the pupil learn to play the violin. When she heard a songstress extolled for rapid vocalization she would ask: "Can she sing six plain notes?" ”

“ In this way the public schools have become foreshadowings of the conservatories and the university schools of music. In time the weak spot in our higher musical curricula, the course in 'musical appreciation' which so many idlers follow as a 'royal road' to a musical education (although it is found in none of the Royal Conservatories of Europe) , will have no excuse for being retained, for our high school pupils will already possess it in sufficient measure to pursue with zest the hard technical courses the mastery of which is necessary to the making of a real musician. ”

“ Students of singing are generally eager to sing, and teachers are therefore obliged to intersperse their instruction in voice placing with songs and melodious vocalises. Another reason is found in the fact that the musical education of the student frequently devolves in great measure upon the vocal teacher. A knowledge of music, sufficient at least to enable the student to memorize songs and arias and to sing them in time and in tune, is absolutely necessary before the advanced education in the singer’s art can be undertaken. ”

“ Singing by ear spontaneously and without technical instruction, but rather for the joy of doing it, and for the formation of the taste on good models, is the proper beginning of all musical education. Such experience, coupled with proper rhythmic exercises, constitutes a real basis, not only for sight-singing, but for performance on any instrument. No child should be admitted for possible credit in pianoforte playing or be allowed to enter violin classes until so prepared in singing and in rhythm. ”

“ NATIONAL TRAINING SCHOOL FOR MUSIC. June 15th, 1875.
The need for extending musical education, and for improving musical taste in England, has long been felt. That there is no lack of musical genius or skill in our country is sufficiently attested by the great array of eminent composers and distinguished performers, whether in vocal or instrumental music, both in former and in recent times. Nor has the love of the art, and delight in its exercise, ever been wanting. ”

“ It is obvious that a proper musical education would have solved our problems in a natural manner. If, as children, we had been taught to sing only beautiful songs; if we had been trained to listen to music; if our memory for musical phrases, rhythms, etc., had been cultivated, we should be quick in [Pg 194] apprehending all the qualities of a symphony, for all our analytical reasoning would have been done beforehand. ”

“ A complete musical education, not only the special cultivation of the voice, was the goal. The plan of combining the preliminary training in vocal management with instruction in the rudiments of music continued to be followed as late as 1750. Many famous masters employed assistant teachers to perform the drudgery of the initial stages of instruction, considering that their own high degree of culture entitled them to deal only with advanced students. ”

“ A drab picture is drawn by comparing the number of those who, through high school, have had the privilege of good training with the number of those in the best social groups of our cities today who actually contribute, and take pleasure in contributing, to the musical life of the community and to their own personal moments of leisure. Here is a challenge to adult education: a challenge to find and encourage self-expression in music in adult life. Nevertheless, a strong argument can be made for musical education even if it functions only during the period of adolescence. ”

“ To give the child musical environment means therefore not only exposure to formal music but rather a motivation for hearing musically all sounds around him, for acting rhythmically, and feeling the rhythmic impulse in all forms of activity, for responding by imitation or other forms of appreciation to all sounds beautiful. These acquisitions naturally take the form of beautiful speech. Musical education in the nursery, therefore, comes most effectively through informal education toward beautiful speech. ”

“ No art, no science, affords opportunity for more magnificent mental discipline than music. Moreover, a careful, earnest study of the art furnishes a stimulus to activity in other fruitful fields. Although subordinate to life and character it contributes freely to these, and its best results come from life that is exceeding rich, and character that is strong, true and enlightened through broad, general culture. The musical education that educates develops something more than mere players and singers ”

“ If with some help they can understand the structure of a great musical work, and perhaps by themselves analyse an easy sonata, they will be in a position to appreciate the best of what they will hear afterwards, and if they have learnt something of the history of music and of the works of the great composers, their musical education will have gone as far as proportion allows before they are grown up. ”

“ Musical education, which has played so vast a part in this development, shares, nevertheless, the general chaotic condition of American musical life. The absence of a National Academy of Music leaves the country still without any official standard of musical education, although high ideals and thorough courses are maintained in the music departments of the larger universities. ”

“ There may be some ground for the belief that students are apt to fall into bad vocal habits while singing in the chorus. But this risk is entirely avoided by the teacher having his pupils sing in his own chorus, under his own direction.
Another important feature of the musical education is the hearing of good music artistically performed. Vocal students should be urged to attend the opera and the orchestral concerts. They should become familiar with the different forms of composition by actually hearing the masterpieces of music. ”

“ Musical Appreciation, of course, has nothing to do with playing the piano. It used to be thought that ‘learning music’ must mean this, and it was supposed that children who had no talent for playing were unmusical and would not like concerts. But Musical Appreciation had no more to do with playing an instrument than acting had to do with an appreciation of Shakespeare, or painting with enjoyment of pictures. I think that all children should take Musical Appreciation and not only the musical ones, for it has been proved that only three per cent. of children are what is called ‘tone-deaf’ ”

“ Each of these scholars who returns to his native place furnished with the highest instruction in music will form a centre from which good musical education will spread around; while those who obtain musical engagements elsewhere will stimulate and encourage by their success the cultivation of music in the places whence they have come. Surely, then, it is not too much to expect that many years will not pass away before our College has so popularised music as to place England on a par with those countries on the Continent which have acquired the distinction of being called musical people. ”

“ And here I cannot forbear to remark, that the musical education of the youth of our country is not being pushed towards that state of thoroughness so necessary to a real comprehension and enjoyment of the art. Nearly all intelligent parents are frequent, and even fulsome, in their praises of music ”

“ In the departments of the voice, the piano, and the violin, American youth are said to show special proficiency, and the result of the experiment thus far is to strengthen the belief that out of our mixed nationality is to come most artistic development in music. Free admission is liberally given to pupils who have talent but not the means to cultivate it. Recognizing the value of broad culture in musical education, the managers have provided courses of instruction in English literature, lectures upon American authors, and for the critical study of Italian. ”

“ Sensual and intellectual perceptions must actively exist, he feels, before they can be expressed by means of an instrument. It is a mistake to presume that manual practice can call them into being, or to disregard the supremacy of the tone-sense. He considers the [Pg 50] human voice the primitive educational instrument of music and believes the reasonable order of musical education to be: hearing, singing, performing. ”

“ The proper study of Music includes so many of the regular public school studies, and so much of the elements of higher education, as Psychology, Biology, Sociology, Physics, Economics, Social Legislation, History, Languages, Literature, Physical Training, Self-Control, to say nothing of the mathematical studies included in such branches as orchestration, harmony, counterpoint, etc., that a model musical college would furnish an education and culture, far more beneficial to individuals and the group, than is offered by some of the present systems of education. ”

“ It must always be kept in mind, however, that this training is for the mind and the æsthetic sense, and that the bodily motions are for the purpose of giving children an exact sense of rhythm. Too great stress cannot be laid on the necessity of always using good music. Furthermore, I wish to avoid the pitfalls that are spread at every hand in the form of schools for self-expression in which children and adults are taught so-called “æsthetic” movements to music. Æsthetic dancing is one thing; a musical education is another. ”

“ But, almost before all things, I would insist upon a good general education for all who show marked musical ability, and are thus justified in making music their special and paramount subject of study. Music is so absorbing a pursuit that it tends to narrowness by its own nature ”

“ There is one sort of art that requires not only a very rigorous and exhaustive training, but also an early commencement, and that is music, at once the most isolated and the most universal of arts. Exceptional gifts in the direction of music will have appeared in the schooling stage, and it is quite conceivable that the college phase for those who are destined for a musical career should have as its backbone a “grind” in the theory and practice of music, with languages and general culture relegated to a Section ii. ”

“ Unquestionably a love for good music, inspired during the formative period, is calculated to open unlimited possibilities, and ours could readily be molded into a musical nation if a firm foundation for musical knowledge and appreciation were laid in our schools. After the rudiments were mastered, it could easily be decided which pupils had a natural bent demanding special training. ”

“ Side by side with these scholars will be educated a group of paying pupils, who think that music is an art which, if worth studying at all, is worth studying well. They are, then, prepared to enter on a systematic course of instruction, of less severity and continuance than that of the scholars, but still far removed from the musical dilettantism of those who, induced by fashion, not by taste, to study music, make progress enough to torment themselves and distract their friends. ”

“ The ambition of the mother, the objective of the teacher, and the expression of the youth of fifty years ago are coming to be historical curiosities. The art of music in America is coming to a wholesome fruitage and is becoming associated with present-day academic learning. For the first time in history it reaches out into the remotest corners of the land and many of the technical aspects of the art and new concepts of the musical medium are fast becoming common-sense knowledge and therefore add in the just awarding of praise or blame. ”