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BEST METHOD OF TEACHING GEOGRAPHY.

243

a clear idea is communicated to the mind, there is no need of committing words to memory. And, in attempting such illustrations, let not the young teacher be discouraged at the idea that he may not execute a map as readily, or as well as a veteran teacher might do it. Whether he knows how to go to work or not, let him rely on the perfecting power of practice. Be not afraid, therefore, to attempt whatever others have done, and let no fear of failure or love of ease induce you to shrink from any attempt at improvement. Above all, do not impose upon your pupils any system of instruction which mocks them with a show of learning, while, by leaving no useful and permanent impressions on the mind, it really inflicts upon them a punishment not unlike that of the guilty Danaïdes, who were condemned to be perpetually filling with water a vessel whose bottom was full of holes.

LECTURE VIII.

Ο Ν

VOCAL MUSIC

IN

COMMON SCHOOLS.

By A. N. JOHNSON,

It is hardly possible to explain the best method for teaching Vocal Music in common schools, within the compass of a single lecture. As there are books accessable to every one which explain that subject far more minutely and plainly than I could do within the space of an hour, I beg leave to occupy your time with the consideration of some of the reasons why music should be generally cultivated, as well as with a few suggestions upon the manner in which it should be taught in schools.

By Music we understand that art which seeks to please the ear and affect the heart by tones. As the

Creator has given us colors to please the eye, and fruits for the taste, so has he provided for the gratification of the ear, by giving to man a capacity for music, and to find pleasure therein. Not only are our senses given us for use, but provision has been made by which each of them may be a source of happiness and enjoyment. This is particularly the case with the sense of hearing. Those who have examined the subject tell us, that nearly every sound possesses, to a greater or less degree, the properties of a musical sound, viz. length, pitch, power. Any sound which does not possess these properties, is to us a source of pain. All will undoubtedly admit that most of the sounds we constantly hear, such as the voices of those around us, the hum of business, the wind, the murmur of the brook, &c., are to us sources of pleasure, and that very few of the sounds which incessantly salute our ears, are otherwise. I once listened to the conversation of a deaf mute, the tones of whose voice were so entirely destitute of the properties which constitute a musical sound, that I can truly say it was painful to hear him speak.

Although nearly all the sounds of every description which we hourly hear, are sources of pleasure to a greater or less degree, those tones which seem to have been given for the express purpose of affording gratification through this sense, are those which are called musical tones. It is not necessary for our purpose to speak of the difference between musical and other sounds; the fact is well known, that while

all afford pleasure, musical sounds do so in a peculiar sense. I do not remember to have ever seen or heard of a person, civilized or savage, who disliked to listen to musical sounds. A fondness for them seems to be implanted by nature.

The Creator has given to every human being the power to produce musical tones. The existence of this power in all, is, I am aware, doubted by many. Those, however, who have devoted particular attention to the subject, are, I believe, unanimous in the opinion that where there is no malformation of the vocal organs, all can learn to sing. Perhaps the only reason why a contrary opinion has ever been entertained, is, that until within a few years, so few have attempted the cultivation of this talent, before they have arrived at mature age. If a man, whose vocal organs were perfect, should not attempt to speak until he arrived at the age of twenty-five, he would probably find the same difficulty in learning to talk, that many whose vocal organs have not been exercised in producing musical sounds before that age, have found in learning to sing. It is comparatively but a few years since the idea of teaching children to sing was first entertained, at least in this country. Previous to that time, I presume, musical instruction was confined exclusively to adults, and it is not to be wondered at, if among those who made the attempt, many were found whose vocal organs had "rusted out," before the endeavor had been made to use them. The common language with regard to such was, that they were destitute of a musical ear, and that all attempts