Singing In Schools: For The Signal Of Liberty

In accordance with on intimation given in a fornier article, n few brief 8Ugge3tions wilí be ittado íor the benefit, not of profesad tencheie of music, but of those teachers of common schools who regard einging asan important branch of education, nnd would bo glad to introduce it into thèir school, but who, at the snnio timo, fcel ihat thcir qunlificaUonsareBO defectivo nnd íimited ns not to allow them tohope to do any thing by way of teaching vocal music. To nuch it is hoped the following brief remarks msy be of uee, and through them U the youth under charge. 1. Beware of making tho impression on the minds of yourpupils that you regard yourselfas 8 proficient in the science of vocal music, but rather sta 10 üiem pïainly that you regaru youreelí es a learner, knovving lese perhaps than some of them, but that you will cheerfully give them any a6sistance in your power in gaiöing a knojvledge of a ecience, than which none enn be-iound more intoïesting. 2. Endeavor to impress thcir jninds with the importance of the 6cience of mUBic iuelf. Show them that tho exercisc of the vocal powers in einging hns an important influence in promoting heulth nnd chcerfulncss, nnd thnt i!s whole tenJency, when rightly directed, ij truly dctaliv.g and refining. Shonld the teachers lack informaüon on these pointa. by alitdo enquiry and eiïbit, and by the reflection of their own miada, it maye pionv)rnr.3. Consult almost any ef the modern collecüons of church muoic, and become acquaiuled with the most simple parte of the rudimenis. 4. Writc a stafT on your blac'.ib.iard, and on the etnfTa 6cale, commencing with C. Almoist any teacher hasknoA'ledge enough ofmueical sounds and oufficient control of his voice to be able to give the sounds of tho Gcale with a considerable degreo of nccuracy; and if any ono ho8 not, proba'oly sorne one in hia school who can ssist hini, and lat no teacher suppose he would lower himsclf in the C6iiinaüon of a pupil, b'y asking such as3istanee. Now let tho teacher and Bcholars sound tlieir scale ui) and down, applying the eyb.bles Do, Ra, &c. After boing able to sound the acale in this way, let the teacher pass with his voice from the Ist to the 3dnoto, froni the 3d to the 5th, &c. Now this may appcar os a useleeB exercise toeome, but it is well known that the most distinguished teachers of einging spend much time in sounding the scale, even when their pupila havevcry considerable kn'owledge of the theory nnd practico of music. And by this exercise there can be no doubt many children would secure a control of the vcicc ihat would ensure eubsequent success in learning io eing. 5. In addition to the above, overy teacher knows, or may easily learn, a few nhort. simple and interesting tunes, from some of the nutnerous juvenilo einging books now in u:-o. Tlicse he may tcach the scholars to öing by note. The whole oxerciee should be engagcd in witi spirit and animation, and if we may credit the testimony of very many school teachers, the wholc may be done with no detriment to the progresa of the acholara in other studies.