mensurate with the claims here presented, it certainly follows that the study of music is entitled to hold a conspicuous place in the course of common school education. The great benefits arising from this study, when wisely pursued in the public schools, will be limited to no class or condition, but will manifest themselves in the life of every individual, in every family circle, in every social gathering, in every house of worship; in short, at all times and in all places, when and where the brighter, happier, higher emotions and aspirations of the heart and soul seek to find utter

ance.

Mr. T. H. Brand, of Madison, Wis., the Secretary of the Department, read the following paper, on

VOCAL MUSIC IN THE PUBLIC SCHOOLS.

BY T. H. BRAND, MADISON, WIS.

WE have assembled as a body of musicians and teachers, under the auspices of the National Educational Association, to compare notes and consult each other in regard to methods for the successful development of vocal music. The consideration of vocal culture, or voice-building, is very pertinent in this connection, and deserves, at least, the position of a very essential auxiliary. But, to my mind, it is the first and most important step to be understood. As the field is too broad to admit of detailed statements at this time, I must, of necessity, be allowed to digress somewhat from the usual course. I shall endeavor, however, not to run into by and forbidden paths.

In order to obtain a consistent starting-point, as a text, I must stop the pendulum of time, and step back into childhood, thirty-seven years ago. When a mere boy, I possessed, as I was told by my teachers, a remarkable voice. By over-exertion, in preparations for special entertainments and inconsistent treatment, I was stricken with paralysis of the left side of the face and the vocal organs, thereby depriving me of the use of my voice for two years.

The channel through which this calamity originated has frequently been brought to mind when I have visited schools in which vocal music and rhetorical exercises have been used simply for special amusement or recreation, instead of being taught for their full value of discipline in developing thought. When I have seen Carl trotted out to speak his piece, or Maud required to sing for a visitor, I have thought it an auspicious occasion to educate a monstrosity, and I have lamented the poor judgment displayed by the teacher. Therefore, I have utilized this incident in my life as a practical experience worthy of consideration at this time, to inspire thoughtfulness and the exercise of more careful treatment in the management of children.

"Youth is the time to serve the Lord," sings one. Aye, and it is the time when pernicious ideas and habits may be inculcated; and too much earnest care cannot be bestowed in imparting knowledge of a healthful character in a healthful manner. This suggestion may be made practical in various ways. But we wish, particularly, to construe it now to the education of the voice. Who can forget the care and attention they devoted to their offspring while learning to utter the "papa" and "mamma,"

which, when expressed, was hailed with joyous delight; and how words which followed were corrected and repeated time and again, until perfection rewarded their efforts? How spontaneous was the pure voice ringing through parlor and hall, and often through the night!, Clad in loose garments, with every muscle in full play, sound seemed to exude from every pore, until frequently that sound seemed transformed into a living object—with a baby attachment as an automatic accellerando.

And then too often in other families-not in ours-ere a vocabulary is attained to supply general wants, that care and attention to speech is withdrawn; the body is bandaged to beautify (?) the form at the peril of life! Dancing, skating, and all manner of exercises are contrived to cultivate grace, as it is termed; but, alas! the voice is uncared for; mincing and lisping naturally follow; and ere they reach the age required to admit them into the public schools they are malformed in body and mind, and unfitted for the requirements demanded of them. And those under whose charge they are placed are expected to infuse into them a desire for learning; and they are blamed if unsuccessful. These are what may be justly styled stubborn facts, over which teachers have no direct control. But cannot a little consistant management be exercised in the primary departments with the object of reform in view, to be operated in conjunction with higher grades, and thereby check future progress in dudeism? This is a question worthy of consideration.

While the recreation proper is singing, let the exercises be conducted in such a manner as to inspire thoughtfulness in regard to the vocal organs, the instrument producing the music; give a few simple suggestions as to how the breath is practically converted into sound; how this sound is expelled from the throat by the action of the muscles of the chest, requiring them to place the hands on the body in a proper position, in order to notice the operation. These demonstrations should be clinched with observation in regard to proper dressing, thereby assisting in developing power and excellence. This would have a tendency to impress upon their minds the importance of the occasion, instead of being regarded as an opportunity for hilarity and forgetfulness; and, as a further incentive for the essential freedom of dress, I would advise a rigid course of physical culture, graded in movements and endurance from the lowest primary upward, giving the whys and wherefores for each motion. Children are naturally inquisitive, and are more prompt to obey if a reason is assigned. Such a result can only be accomplished by energetic and intelligent teachers, alive to the requirements of the times, who enter the field with a determination to succeed, regardless of special prejudices to impede their work. But either through ignorance on the part of teachers, or a fear to conflict with ignorant parents or officials, much carelessness prevails, and children are allowed to sing at random, and urged to

sing loud without being instructed that the process of expelling the air from the lungs properly, gives force to vocal sound, and the little things strain every muscle in their faces and throats in order to be heard. Ignorant of the use of the nose for inhalation-in fact, very many adults seldom think the nose is intended for any other purpose than to require an extra demand for linen-the breath is gasped into the mouth and dragged out with the voice. The consequence is catarrh, and throat diseases are germinated from the first lessons. The evils following are too numerous to mention.

From a stand-point of morality, I deem it necessary to impress the importance of requiring music to be taught intelligently, to establish the fact that intelligence is requisite to appreciate the science. The most profound sciences can be degraded by first impressions. Philosophy can be made a myth, astronomy an exaggeration, and geology worthy of no consideration, if they are disrobed of the dignity attached to their importance. But the primary departments of schools control such evil influences, and the value of these sciences is established beyond a doubt long before they are taken up in a course of study. While music is more spontaneous in practical applications, it is nevertheless a science which requires very judicious treatment in its development. If the lessons suggested pertaining to the laws of health are kept in view, and the benefits derived through the exercises are thoroughly impressed in the primary grades, as they are promoted to the higher grades, they will not then consider it beneath their dignity to pursue the study, or sing, when called upon to do so. If, on the contrary, only the mechanical operation is made prominent, it begets thoughtlessness, and frequently induces an utter disregard for education proper, particularly by precocious musical talent. It becomes a passion. The spirit of the times being sensational, and a seeming mania for public show prevailing, stimulated with the prospect of receiving remuneration, they rush to the foot-lights. Their general ignorance disqualifying them to judge between noise and music, they vie with animals in roaring, and, in short, become lionized for all that is animal within them. The outgrowth of this is vanity and all the attendant vices which can be crowded into a general total to stigmatize and debase science, and to cultivate vocal sluggers. A similar argument may very appropriately be presented against physical culture associated with ignorance.

But, with the safeguards intimated firmly established, thereby protecting the youth in the first steps, future progress is guaranteed. Although excellence may be attained in physical culture without the assistance of vocal exercises, I consider physical culture as indispensable in developing the voice. Their alliance to each other should be particularly pointed out in the grammar grades, in which department I consider a systematic course of progressive exercises, combining physical and vocal culture, as very

essential. In the absence of text-books, movements may be improvised to suit the occasion by the exercise of a little practical judgment. Physiological principles should be kept constantly in mind as an incentive to earnestness, which may be encouraged by explaining the necessity of possessing a sound body in order to produce perfect vibration in the voice; also, the benefits derived by strengthening the respiratory organs, and their association with the organs used directly in producing vocal sounds. There are occasionally those who cannot sing. They can, however, be very much benefited, if properly managed; and I know of several instances where the inspiration of the exercises has stimulated the vocal organs to healthy action, and restored, as it were, the lost faculty. Alternating singing exercises with enunciation in the speaking voice, is very beneficial. The principal defect to be overcome is in keeping the vowel tones in the back part of the mouth. The roof of the mouth is really the sounding-board; and, unless a special effort is made to keep the vowel tones to the front, free from what may be termed foreign vibration, resonance is impaired and a throaty quality is the result.

Articulation is a very important requisite for singing or speaking. A correct understanding of the use of the consonants in connection with the vowels cannot be too thoroughly studied and made practical. Consonantal sounds are often carried to the extreme by the musical coxcomb, who is particularly anxious to be individualized by putting a d or a t to the end of a word; and, while the word is incomprehensible in all other respects, that dort is pot-hooked on to it.

Of course, we advocate the education of individuality of voice, just so far as it blends with naturalness, for God has ordained that we shall be known by our speech; but we denounce the artificial, mushy attempts at foreign affectation. Let John be John in social converse or public song ; and let Mary steal into and steal away the hearts of her hearers in her singing with the same simplicity as she does in conversation.

There is a perceptible difference in the qualities of tone emitted by mature voices, which establishes a classification of registers, and generally the physique corresponds with the quality. The bass or low-toned male voice and the alto or low-toned female voice, are generally heavy, muscularly built persons. They require deep respiration in the production of vocal sounds, as the throat or larynx is naturally large, and the abdominal muscles are used particularly distended. Tenors and sopranos, or the higher male and female voices, are sensitively constructed, and produce tones principally by contraction of the diaphragm. These are what may be termed pure voices, and conform naturally to the laws of harmony.

Each voice requires a special training adapted to its individual quality. But, strange to say, pure voices are very rare. It may be estimated that not one person in five hundred possesses a pure voice. The predominant