SONG

ONG has ever been the most intimate vehicle of self-expression. Before speech was, song of a crude sort was used, and remains the heritage of every child.

The increasing use of instruments and instrumental music does not in any way minimize the value, and should not curtail in any degree

the use of songs in the classroom.

much good instrumental

music should operate only to raise the standard of the songs used, and to save much time in learning the worthy ones by the accentuated ear training thus gained.

Every song given to little children should be questioned from many angles. First of all, is its text good poetry, and is the meaning suitable for children? Is the thought-content worthy a place in the impressionable mind of a little child? Such a little mind

The influence of so

is like the wax disc of the recording laboratory and registers faithfully whatever is sent to it through the receiving horn-the ear-gate to the inner shrine.

If the selections in the readers used must be viséed with scrupulous care, then the texts of the songs should be "ten times doubly so," for the added melody makes a deeper impression, and is, therefore, remembered through life with absolute fidelity. When the text has passed such rigid examination, what of the melody? Is it simple and fine, beautiful and pleasing, or banal, commonplace, and uninteresting? What of the accompaniment? is it good or bad musically? Does it consist simply of the tonic chord with an occasional plain sub-dominant or dominant, perhaps actually wrong progressions and chords, or is it dainty and delicate in its use of modern harmonies, little contrapuntal effects, etc.?

What can we say of the rhythm? We have learned that as rhythm is the oldest of the elements of music, so is it the first to be developed naturally by the child in a modern scientific training in music.

The song work should conform to this law of development. There should be presented those songs of strong rhythmic character, which lend themselves to a rhythmic response, and those songs which may be dramatized, not the old "motion" songs with absurd cut-and-dried "pointings" and "gesturings," but those in which each child may be some character or idea, and where individuality may have full play in the characterization.

Care should always be taken that no singing be attempted by any child undergoing violent or extraordinary physical activity.

Then there are those songs which are of quiet, sweet thought, contemplative, imaginative, which teach a moral, a lesson in manners, or are simply things of beauty. In kindergarten and first grade the rhythmic and dramatic songs should predominate. In second grade

fewer of this type and more of those of æsthetic quality may be given. While in the third and succeeding grades, the rhythmic type, having served its purpose, should be dropped save for occasional hearing, and those of "poetic beauty" should take their rightful place as the major part of song material.

We have furnished songs on the records to answer these demands (songs sung by artists whose clear voices may be safely imitated) and now classified as above. In rooms where the class teacher is unable to sing well, the records of the songs to be taught are of inestimable value. We have selected these songs with infinite care and have recorded them for early use with the soprano voice only, and later the mellow mezzo. No male voice should be used in the early grades—least of all a baritone or bass, and certainly not any combination of them such as a male quartette or chorus. Such mixtures of sound would confuse the little ears at this time, when historically and psychologically the aural demand is for clear-cut, simple melody.

In teaching a song from a record, be sure to study it first, get all the words, and be ready by question and story to make the song alive in its meaning. Call attention to the beautiful tone quality (never loud), the breath control, and the joy in singing. Hum with the record till the melody is learned, then sing with and without the record.

The following classified list, offering many songs, will be found suitable and helpful. In addition, a splendid selection from the latest books in school music is to be recorded.