It is desirable that the master should add instrumental
to vocal
music. He should be able to play on the violin, flute, or clarionet,
but, as he must speak much, the former is to be preferred. Such is the
influence of the weather, that children are almost always dull on dull
days, and then a little music is of great advantage. On wet days, when
they cannot go into the play-ground, it assists them in keeping the
step when they march, it cheers and animates their spirits, and, in
some measure, compensates for their privations. It will also aid
various evolutions.
Music may be employed, moreover, to soften the feelings, curb the
passions, and improve the temper, and it is strange that it should not
have been employed till the operation of the Infant System, to which
it is absolutely indispensable. When, for instance, after a trial by
jury, as explained in a former page, the children have been disposed
to harshness and severity, a soft and plaintive melody has produced
a different decision. To recite one case; when I was organizing the
Dry-gate School in Glasgow[A], a little girl in the gallery had lost
of her ear-rings (which, by the way, like beads, is a very improper
appendage, and ought by all means to be discouraged), and on
discovering the fact, commenced a most piteous lamentation. I made
inquiry for it immediately, while the children were seated in the
gallery, but in vain; and I subsequently found it in the hands of a
little girl at the bottom, who was attentively examining it, and who
gave it me the moment it was demanded. On asking the children what was
to be done in this case, they said she should have a pat of the hand.
I then showed, that had she intended to steal it, she would have
secreted it, which she did not, and that her attention was so absorbed
by it, that she had not heard my inquiry; but one little boy was not
satisfied; he said, "She kenned right weel it was nae her ain;"
but
after singing a simple and touching air, I was pleased to find his
opinion changed. "Perhaps, sir," he said, "ye may as
weel forgie her
this ance, as she is but a wee thing."
[Footnote A: This school has since become a very important Normal
school, from which many others have emanated, the head master
being the one I originally instructed: Mr. Stowe, also, one of the
directors, has applied the principles of the Infant School System to
the instruction of older children, which is called Stowe's Training
System; being applied to juveniles, with great success. I know of no
school, except the Dublin Normal Schools, equal to those, and of no
masters superior to those I have seen who have been taught there.]
The music chosen for children should be easy and simple, fluent and
varied. Hymn tunes should be of a rather lively character, as the more
dull and sombrous are not well adapted to the infant ear. Airs for
the tables or exercising songs are required to be very cheerful and
inspiring, and then they tend to excite pleasure and liveliness, which
should often be aimed at in an infant school.
As children take much interest in singing, and readily learn verses
by
heart, so as to sing them, although not properly instructed in their
meaning or rightly understanding them, singing has been considered by
many persons the "soul of the system." This is a grievous
error as
regards the intellectual advancement of the children, and still worse
as regards their health and that of the teacher. I have at times
entered schools as a visitor when the mistress has immediately made
the children show off by singing in succession a dozen pieces, as if
they were a musical box. Thus to sing without bounds is a very likely
way to bring the mistress to an early grave, and injure the lungs of
the dear little children. Use as not abusing is the proper rule,
tar all the new modes of teaching and amusing children that I have
introduced; but it has often appeared to me that abuse it as much as
possible was the rule acted upon. Call upon the first singers of the
day to sing in this manner, and where would they soon be?
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