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overgrown path thru thorny mazes to the inner recess where lies the "sleeping beauty," only waiting for the right voice to awaken her.

THE RIGHTS OF BOYS AND GIRLS IN MUSIC EDUCATION

N. COE STEWART, DIRECTOR OF MUSIC, CLEVELAND, 0.

My subject refers to the rights of children to learn music, to enjoy the uses of music, and to profit to the fullest extent in all ways by the right study of music.

That the children of our country are enjoying these privileges to the fullest possible extent―no. That it is the purpose quite generally that they should enjoy them-yes. That there are methods in abundance which the makers and sellers thereof declare will serve the purpose of such instruction and use-yes. That there are many supervisors and music teachers who shout "Eureka"- yes. As to the capability of children to enjoy and profit by the right musical instruction and trainingyes, emphatically yes! That music teachers appropriate these facts is manifested by their zeal, albeit much of it shows lack of music appreciation and knowledge.

That those directly interested in the problems of musical training realize that much is needed is evidenced by the many investigations and experiments, consultations and conferences, now going on, at this and other conventions, national, state, and sectional.

A great obstacle in the way of progress is the fact that school superintendents are satisfied if music is on the curriculum, and if children sing and go thru all forms of the study. They seem to forget that to make music a profitable study in the schools requires the same care as other well-established subjects.

It is the individual child that is to grow into an understanding and mastery of the musical art. Teaching is of value only as it administers to the natural growth of the one who is to learn and to develop. As far as we know, the process of growing in organic life is as follows a germ-God-given-is awakened to life by being placed in proper conditions; this awakened germ reaches out after its food, which, being supplied in right kind and condition, it appropriates, and by processes of its own extracts therefrom that which nourishes, enlarges, and perfects its functions, or, as we say, causes it to grow.

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So in building up the mind, the building of which is similar to the body, a thought in the mind cannot be woven into the mental body until after it has gone thru a process similar or akin to digestion in the physical body. The thought, by a process of reflection and drill, becomes familiar and in condition for nature, the mind-builder, to weave it into the mental structure.

The building of artistic or æsthetic power, and the ability to do things certainly and well, are accomplished in a precisely similar manner. The mind must comprehend and understand distinctly what is to be done. Attention and intelligent effort continued at regular intervals, each time gaining a little, gradually build up the power to do.

The teacher's work is to bring to the pupil's attention, in a clear, definite manner, the real things that the learner should understand and accomplish. The teacher is then to direct the pupil in his efforts to do the required thing, encouraging, giving him ideals and material to work with, until the pupil grows gradually into the required knowledge and mastery.

It will be observed, first, that the pupil's mind must be his own director in his practice, and that unless the mind comprehends correctly the thing to be done it is a mere mechanical process and will not lead to success; second, that new topics should not be taken up until practice and drill have given considerable facility in doing the thing in hand; third, that the teacher must know the subject thoroly and be able to execute well herself, and must understand the proper order for the introduction of new topics before she is permitted to teach.

Regular grade teachers, who have not yet reached this stage of preparation, should at once begin a training that will culminate in such qualifications. It will not do for them to say: "I cannot." "I have no talent for music." "I have never learned to sing." They must say, instead: "I cannot do it now, but I will in time."

Thoro work is the only kind that should be allowed in the study of the music language until right singing of melodies and parts is well done, and the singing of new music and the writing of one's own musical thoughts and the music he hears are done as readily as he reads and writes his native tongue.

The use of the voice in singing should also be just as intelligent and correct, not only that beautiful tones may be made, but that the quality of tones may be adapted to the sentiment expressed, and that singing may be in right keys, strictly in time, with right rhythm, beautiful phrasing, and with the proper spirit and abandon which make singing a thing of life.

Lack of time forbids mention of the simple methods by which these things may be done. There is a place in the schools for the daily use of national songs, sentimental songs, sacred songs, and the songs occasioned by the various school work and duties. This daily singing belongs to the school as an exercise, and should not be regarded in a strict sense as music study or as a music lesson.

It will also be observed that to put each pupil into the proper condition to receive and profit by instruction, and to practice as he should, is a large undertaking; yet it must be done, or the pupil will not learn.

Pupils often have aversion to hard work, and especially to the repetition which is necessary to the building up of right doing and of artistic power. But this must be done, or there will not be correct music work. There often comes a temptation to diverge to something else, to waste time by senselessly singing songs, or other things that simply "kill time." Of course, this must be avoided as a pestilence.

To reach a point where the pupils are rightly attentive, and disposed to make proper effort and to enter heartily into the earnest and indispensable daily drills or practice, is itself a thing to be grown to, and will come if proper means are used. If a teacher does not have such a school after a time, it is usually her own fault, and she should seek to mend her ways and fit herself to do better, or quit the profession.

There is not time to speak of the reflex influences of right school music teaching and right song-singing in school upon the educational forces in the community, nor of the importance of awakening the people to a proper appreciation of the value of music education.

Children are capable of all this knowledge and cultivation; they may have it, they must have it, before they become the best and fittest individuals, most competent to perform best their functions in organized society.

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The department was called to order at 3 o'clock P. M. by Mr. Templeton P. Twiggs, chairman of the local committee, who, in a brief address, introduced the president, Mr. William E. Doggett, of the Commercial High School, Brooklyn, N. Y.

The program of the day was then presented as follows:

I. "President's Address," William E. Doggett, assistant principal, Commercial High School, Brooklyn, N. Y.

2. "What Constitutes a Business Education?" I. O. Crissy, state inspector of business education, board of regents, Albany, N. Y. Discussion by L. L. Williams, president of Rochester Business Institute, Rochester, N. Y.; Randolph B. Seymour, head of commercial department, High School, Springfield, Mass.; and T. W. Bookmyer, president of Sandusky Business College, Sandusky, O.

3. "The Education and Training of Commercial Teachers," W. A. Scott, director of School of Com. merce, University of Wisconsin, Madison, Wis. Discussion by Parke Schoch, Drexel Institute, Philadelphia, Pa.

Adjourned.

SECOND SESSION.- FRIDAY, JULY 12

The department assembled at 3 o'clock P. M., with President Doggett in the chair. The program of the day was as follows:

1. "What is the Function of the Public Schools in the Matter of Commercial Teaching ?" Myron T. Scudder, principal of State Normal School, New Paltz, N. Y. Discussion by J. C. Benedict, superintendent public schools, Leroy, N. Y., and Harvey E. Brown, head of commercial department, High School, Rock Island, Ill.

2. "Writing in the Grades Below the High School, When the Commercial Branches Are Taught in the High School," J. F. Barnhart, supervisor of writing, public schools, Akron, O. Discussion by F. F. Musrush, supervisor of writing, public schools, Lakewood, O.

3. "The Phonograph as an Aid in Teaching Shorthand," Theodore F. Lake, teacher of phonography, Commercial High School, Brooklyn, N. Y.

At the business meeting which followed, the following memorial was unanimously adopted and ordered spread upon the minutes :

In the death of Professor J. M. Mehan, president of the Business Department of the National Educational Association for the year 1895, business education lost one of its most devoted advocates, and commercial teachers lost a valued friend. Mr. Mehan was a teacher, not for financial returns only, but because of his intense interest in young people and his desire to assist them in securing a right start in life. By the teachers who met him from day to day and from year to year he was looked upon as a leader who, while respecting the traditions of business teaching, was continually striving to adapt his methods to the business conditions of the present. His life was an example of right living; we mourn his loss and revere his memory.

A vote of thanks, tendered to President Doggett in appreciation of his services, was unanimously carried.

A vote of thanks to Messrs. Twiggs, Jewell, and Spencer, and the local committee, was unanimously carried.

Mr. D. W. Springer offered the following resolution, which was unanimously adopted: Resolved, That the portion of the president's address which relates to the matter of the program be referred to the president of the Department of Business Education for 1902, with the suggestion that, so far as

possible, its ideas be carried out, and that a committee of nine be appointed to prepare a monograph upon the subject of public commercial education.

The following officers for the year 1902 were then unanimously elected :

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W. E. DOGGETT, ASSISTANT PRINCIPAL, COMMERCIAL HIGH SCHOOL, BROOKLYN, N. Y.

The department of the National Educational Association in which we are interested should be second in importance to none of the sections of educational activity which are fostered by the parent organization. That it is not as prominent as some other departments is owing to several reasons, the chief of which, it seems to me, are: first, its needs are not understood and its importance is not appreciated by the controlling officers of the general organization, altho its possibilities are beginning to be vaguely realized; and, second, those of us who are actively identified with commercial work have not, so far, shown that we have either the disposition or the ability to command for our department a recognition to which it is justly entitled.

Last December it was my pleasure to attend the session of the National Federation of Business Educators held in this city. This is the representative association of those who are engaged in commercial work in private schools, either as teachers or as proprietors, altho both publicschool principals and teachers are welcome as members or as participators in the programs of the various sections. There was marked enthusiasm shown on all sides, and, barring slight differences of opinion attendant upon the canvass for the election of officers, there was practical unanimity of spirit and purpose. To me, as president of the business section of the National Educational Association, these facts stood out in bold array, and made a favorable showing when contrasted with the condition of innocuous desuetude which our department seems to claim as its normal condition. The fact is, the business-college proprietors know what they are about, and know what they want, while we are not united upon any plan of action, have not yet decided on proper courses of study, and have not even come to an agreement as to what a commercial education is. Just here I am assuming that, while all who are engaged in the

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