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ON THE PRACTICABILITY AND EXPEDIENCY OF INTRODU.

CING VOCAL MUSIC AS A BRANCH OF EDUCATION INTO

OUR COMMON SCHOOLS. BY JOSEPH HARRINGTON, JR. , . 51

The subject unattractive to a promiscuous audience in this community,

53, the practicability of introducing vocal music into schools,

the ex-

periment has been successfully tried, 54 — the musical ear not so rare, as

has been supposed,

facts observed in the Hawes' School, 55, - comparison

of our country with other nations, further arguments from the universality

of the musical ear, 56, - the argument for practicability is favored by the

simplicity of the Pestalozzian system of instruction, now every where

adopted, - also by the sympathy and excitement, which this branch awa-

kens answer to the objection that the study of music is too abstruse, 58

and to the opposite objection that it unnerves the mind, - great cheap-

ness of musical instruction, answer to the ohjection that competent teach-

ers cannot be found, - acquaintance with music ought to be one of the qual-

ifications of every teacher here, as in Germany and Prussia, 59, the in-

troduction of music shown also to be expedient, 60, - the study is well suited

to young minds, 61, — a faculty so universally bestowed ought not to be

neglected, - answer to the objection that music' would require too much

time, 62, – importance of commencing this study while the organs are pliant,

hence the expediency of commencing it in our common schools, 63, —

ulterior benefits of introducing music into schools, — not only valuable in

itself, but favorable to school discipline - to punctuality – it refreshes the

pupils, and reconciles them to severe duties, 64 — prepares them for devo-

tion, - vocal music advantageous physically -especially to the lungs —

improves speech and reading a source of innocent and enduring happiness,

65,- influence of music ripon national character, — Germany contrast

presented by our own country, 67, - music favorable to morality and refine-

ment, 68,-important in a religious view, in its bearing upon the worship

of God, 69, - a more general cultivation of it would promote a greater interest

and improvement in church music, 70, — the congregation would join -

better choirs would be selected, - existing defects in our church choirs at the

present time, 71,- heartlessness of our church music — its expensiveness,

72, — superior charm of the vocal music of children causes of this, 73,-

universal musical instruction favorable to Sunday schools — to domestic wor-

ship, – conclusion, 74.

Introductory remarks, - crudeness of present systems of education, 78,-

division of the subject, the principles and the influences of Model Schools,
- schools, to be models for instruction, should be eminent in the following

respects - 1. in regard to the accommodations, - 2. the instructions, 78, –

3. the arrangements, 79, 4. the government, 80, the domestic feelings

and affections which prevail in a family are not admissible in their full ex-

tent in a large school, 80, a school, like a nation, demands of its members

an abridgment of personal liberty, — the advantage of practical application

of governmental principles to school authority, is too little recognised, 81,-

statement of some of these principles - 1. The government of a school should

be vested in a single individual, school government necessarily monarchi.

cal, — democracy not suited to the purposes of school government, 82,-2.

It should not be despotic, but should be restricted by constitutional provisions,

and a code of definite laws, - even the proprietor of a private seminary is

unwise if he do not put some check upon his own powers, 83, - the odium

which attaches often to the business of teaching accounted for, 84,

to the objection that it is impossible to frame a code sufficiently extensive

to meet all cases, 85, account of a debate which took place subsequently

to the lecture, on the subject of school laws, 86, (note) — 3. The presiding

teacher should be exempt from the personal instruction of classes disre-

gard of this principle is destructive to health, bodily and mental, of the

teacher, 87, - II. The influences of Model Schools, — teachers may exert a

very extensive influence, 88, — well attested instances of religious impres.

sions produced upon parents through the instrumentality of Sunday School

Teachers, – duty of every teacher to do something towards elevating schools

in popular estimation, 89, - model schools might be made useful in the pre-

paration of teachers, - two objects to be aimed at; to have them liberally

educated ; and to have them instructed in the best modes of teaching, 90,-

conclusion, 91.

Perplexities of the teacher's life — waste of strength and spirits, 143,

abandonment of the employment — the profession should be a happy one, -

desirableness of parental sympathy, — the difficulties of school-keeping ori-

ginate in the want of co-operation, or the misdirected influence of the pa-

rents, 144,- do not advocate the removal of the young from their parents for

the purposes of education

desirableness of mutual understanding between

parents and teachers --- consequences of the want of it, 145, — inquiry into

the causes of misunderstanding,-1. Parents do not feel the importance of ed-

ucation, — 2. A false standard of excellence in the minds of parents, 146, 3.

A suspicious spirit, — 4. A disposition to dictate, — 5. A want of personal ac-

quaintance between the parties, 147,- 6. Teachers are often in fault -poor-

ly qualified, — college students lack interest in their duties as teachers, 148,-

desirableness of removing these evils,- prevention better than cure, - duties

of the teacher,-1. He should imbue himself with a feeling of the importance

of his work,-2. He should seek frequent opportunity of intercourse with pa-

rents, 149,—3. He should be willing to explain all his plans to the parents,

150, — 4. He should be frank in all his representations to parents concerning

their children, 151, — duties of parents, 152,-1. They should reciprocate the

attempts of the teacher towards a mutual understanding, — 2. They should

candidly listen to the plans of the teacher, and aid him in the execution of

them, 153,

- 3. They should thankfully listen to the teacher's account of

their children, even if that account be not a flattering one, 154, — 4. Pa.

rents should visit the schools, –5. They should promptly and cheerfully

supply the required books, 154,- 6. They should see that their children

are decently clothed, and cleanly in their persons, 7. They are bound to

secure the constant attendance of their children, – trifling excuses, 155,-

effects of absence upon the child upon the school — upon the teacher, 156,

- punctuality to the hour, -8. Parents should be slow in condemning the

teacher for supposed faults, 157,- parents not capable of judging in all ca-

ses, 157,- expect more of the teacher than he can perform, — compare his

discipline with their family government, — the analogy does not hold, 158,

- the life of the teacher - his perplexities — his anxieties, 159,-

why parents should be considerate, – 9. When the teacher is known to be

wrong, parents should possess a forgiving spirit, 160,– 10. Parents should

give to teachers their sympathy, 160,- parents often deficient in this,

grudge vacations — feel no obligation — should be otherwise, – the teacher

would be stimulated to duty, if encouraged by the co-operation and sympa-

thy of parents, 161, — the profession would be better filled with talent and

worth, – teachers would live and die in their work, 162.

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