Music As A Language | Page 2

with modern methods have realized that music provides a
_language,_ which should be used primarily for self-expression and
intercourse with others. The whole of life depends on the expression of

ourselves in relation to the community. 'Self-expression is a universal
instinct, which can only be crushed by a course of systematic ill
treatment, either self-inflicted or inflicted by others. It is self-inflicted if
we conform to false standards of convention, or create for ourselves a
standard of life which is out of touch with humanity as a whole. It is
inflicted by others if they force us when young into a wrong
educational atmosphere, and paralyse our faculties instead of
developing them.
To the favoured few real creative power comes by instinct, but to a
great many a small degree of this power can be given by education, and
in this way an extra outlet is possible for self-expression. The child
should be trained when quite young to think in terms of music, in the
same way in which it is trained to think in its mother-tongue. The
fundamental work should be taken in class, not at an individual lesson,
and should be compulsory for all children. We do not inquire whether a
child is gifted in languages before we teach him French, and we must
not ask whether he is gifted in the language of music before placing
him in the music class. Again, short frequent lessons are more
beneficial to the young beginner than longer lessons at greater intervals,
for, as a new 'sense' is being opened to the pupil, a long lesson produces
an unhealthy strain.
The scheme of work to be followed in such a class will be dealt with
later, but we may note here that training given in accordance with the
above-mentioned aim will produce a marked increase in the vitality and
general intelligence of a child. The reflex actions of intense
concentration for a short time, followed by the giving out of creative
work, will send a child back to its other lessons with an alert mind and
with increased vigour.
A large number of schools and private families are offering posts to
teachers who are able to teach along such lines. Every year the number
of such posts steadily increases, and it will not be too much to predict
that in the near future few schools in the first rank will be without
teaching of this kind. The salaries offered are naturally higher than
those obtained by the old-fashioned 'orthodox' teacher, as more has to

be done, and classes have to be managed instead of individual pupils.
It is impossible to over-estimate the importance of securing plenty of
experience in teaching classes of average pupils of all ages, under
expert supervision. Many an apparently promising teacher has come to
grief in the first post taken, because the knowledge gained has been too
theoretical, and has not been checked by class experience with really
average pupils. The question of discipline is an easy one with an
individual pupil, but in class work it assumes a different proportion.
For the purpose of teaching ear-training, without instrumental work, a
high degree of musical gift is not necessary. Any one who is fond of
music, sympathetic with children, and willing to work, can manage the
course of work necessary before being able to teach classes up to a fair
standard.
The work, which often appears bewilderingly difficult to one who sees
it for the first time, becomes quite simple when approached step by step,
and in company with fellow students. It is also interesting to know that
some of the most satisfactory results obtained in certain schools during
the last few years have been arrived at by teachers possessing only an
average knowledge of an instrument, but who have thrown themselves
with enthusiasm into the study of music as a living language. Such
teachers are bound to succeed, because they are attacking the subject in
a genuinely educational spirit.
A word now on another aspect of the question of training. There is
going to be an enormous difference in the young girl's outlook on life.
For perhaps the first time she has to adopt the attitude of the one who
gives, not of the one who receives. Hitherto she has been receiving
food, clothes, money, education, help in her difficulties, &c., and now,
Fate waves a wand, and the child who has been the centre of interest in
her home and in her school has to learn to give--and to give
generously--as others gave to her.
For the real teacher is never paid for all she does. Her salary is not
augmented in proportion to all the extra help she gives to the backward
or delicate pupil--to the hours of drudgery, outside school hours,

willingly given in order to