Music is not only a source of noble pleasure everyone admits that, at any rate in theory it is a form of intellectual and spiritual training with which we really cannot afford to dispense

-- Sir Henry Hadow

We may agree that education consists in the bringing of the latent possibilities of the individual into action, and one of the most important parts in the process of education is played by memory. The fact that memory places on record our first impression of a thing is the reason why we are able to recognise it on the second occasion: otherwise we should have to make its acquaintance afresh every time. It is memory again which enables us to retain the mental pattern of an action we have once performed, and so to do it the more easily a second time, and on subsequent occasions. Thus we see that everything we express, whether in word, thought, or deed, leaves its mark within us: this impress is, as it were, a brick in our life’s edifice, and it has added something to that disposition of mind which constitutes our character.

Mental growth is thus profoundly influenced by the things we express, for whatever we express forthwith becomes part of ourselves. Anything, therefore, that teaches us to express the fine, the noble, or the beautiful, leaves the self by the fact of that expression with the impress of that fineness, nobility, or beauty henceforth in the character. We do not mean that by the utterance of a praiseworthy sentiment a man at once grows estimable, but we do mean that the sentiment according to its intrinsic value and worth has become an element in his make-up. We observe every day in the contrary direction that giving vent to continual complaint soon makes a person grow sour-minded: and incidentally it also makes him grow sour-visaged. It is frequently possible to tell a man’s philosophy from his countenance. Those whose efforts are devoted to preaching a violent discontent seem to run to type, acquiring a discontented kind of countenance to match their views. Equally so a person whose outlook is more balanced, and whose character is gentler, will gradually inscribe a finer type of characteristic both in mind and body. The case is very much the same with Art. Those to whom Art stands for beauty and love must necessarily be building themselves of their thoughts, and so be tending towards their ideal. Thus so far as music becomes the expression of spirit and love, so far its influence upon the individual is permanent and progressive in these directions.

Apparent exceptions will at once spring to mind, and we may ask why musicians as a class do not stand out specifically as more spiritual than their fellows. There are many reasons. Not all musicians pursue their calling with insight and understanding: mere perfunctory performance has the effect of influencing in the direction of the commonplace and the casual, and music is never the sole influence at work, and not always the chief. The character is the result, on balance, of ALL the forces that have played their part, just as the annual balance on profit and loss account represents the net result of all the transactions that have taken place. Unless the spiritual forces at work in an individual’s life outweigh the material, the net result will still be on the side of the latter, even though he may have had music in his soul.

When we look at the adolescent of to-day, particularly the town-bred youth of from sixteen to twenty years, we may well ask what opportunity he gets for the expression of any theme of beauty, or for any impression of the like. The mind has a kind of breathing motion, as have the lungs: it takes in, stores up and assimilates, and then expresses. Education must allow for both processes. But our youthful friend has left school, and is probably engaged in some more or less strenuous work which brings him into the closest contact with grown men. From these he derives most of his inspiration: much of it is highly coloured, and some of it is certainly degrading. He does not read, and so knows nothing of the inspiration of literature, and the past is to him a closed book. He comes across nothing artistic, and he hears no concerts. He never goes to church, and you can see him by the thousand loafing about in any large town on a Sunday. “The modern townsman... has forgotten the habits and sentiments of the village from which his forefathers came. An unnatural and unhealthy mode of life, cut off from the sweet and humanising influences of nature, has produced an unnatural and unhealthy mentality, to which we shall find no parallels in the past. Its chief characteristic is profound secularity or materialism. The typical town artisan has no religion and no superstitions: he has no ideals beyond the visible and tangible world of the senses."

There is, however, one thing that our young friend does: he sings. We see him, in company with three or four of his fellows, marching along the street singing the latest music-hall ditty, with all the approved music-hall inflections and mannerisms. Sometimes the group will be accompanied by one of their companions on a mouth organ, and occasionally they will attain to the dignity of two-, or even three-part singing. Now and again we find them “throwing back” to the days of Hucbald the Fleming, and running their harmony in a kind of diaphony a fifth below the melody. But they sing because they like to sing. The idea naturally suggests itself that if more firms and works would assist in making provision for brass bands, string orchestras, and choral societies among their employees, the music would prove to be a humanising agency of the greatest value. Especially would this be the case if some of the higher officials of the firm, not even excluding the directors, would join on a footing of musical equality with the rest. The aloofness of class is a potent cause of misunderstanding, but Art knows nothing of social distinctions. If we knew more of each other we should probably fight a good deal less, and it is just here that the power of music might be used in healing fashion.

On one occasion in a suburban district, outside a branch of the Y.W.C.A. on a Sunday evening, we stopped to listen to some excellent part-singing, and we could not help thinking what an educative influence it would surely prove in the lives of the music-makers. We could wish that such opportunities were more generally available. The provision of Municipal facilities, which would cost very little, would probably be a most sound investment. But everything would in such case hinge upon the conductor: mere perfunctory work at the husk of music would quickly damn any such scheme. In addition it would do definite harm by creating a permanent distaste for music in the minds of those who first were attracted. Something has, of course, been done in the way of providing organ recitals and so on, but we are here suggesting that the working classes should be provided with the chance of being their own music-makers. The use of a room, a fee to the conductor, and possibly a small grant towards the cost of music would be all that was necessary, but who can tell what might be the result in harmony and good feeling?

Folk dances, and the singing of old folk tunes, as taught in the elementary schools, are of great value. There is a grace and poetry of movement about some of the children thus taught, which is engaging in the extreme. Nor can this be without its reflex action upon the mind of the child. When taught to move easily and to express fluently in pose and gesture, the child will have acquired some tendency towards a corresponding facility of expression in other directions. According to the songs chosen the singing itself provides outlet for the emotions, and stimulates imaginative play. The prosaic life and surroundings of the slum child are sufficiently deadening, and the new mental pictures thus given are in the nature of windows opening on new vistas of life. They suggest views that could come to the child mind in perhaps no other way. The finer type of patriotism can be encouraged by such songs as Parry’s “England” (John o’ Gaunt’s Verse), and the more spiritual element by the same composer’s “Jerusalem” (words by Blake); while as an example of the imaginative scene we might mention Dr. Wood’s “The Knight’s Tomb.” Regarding the simpler type of song, we recall the case of an Inspector of Music in Schools who was moved, almost to tears, by the rendering of “Will ye no come back?” by a class of children who had been taught by a truly inspired instructress. A dull teacher, and there are too many, does frequently damp and quench the fires that should be fanned; and the personal element is an enormous factor in the situation.

The mental and intellectual value of music should by no means be overlooked. The mental alertness developed by sight-reading is of much importance. Some children are slow thinkers, and react lethargically: as a class, country children are mentally much slower than town-bred youngsters. A city child quickly has to learn to look after himself, and to make his own decisions on the spur of the moment, and consequently his mental processes are more fluent than those of the bumpkin type. But anything that can be done to accelerate this reaction time is so much added to the efficiency of the individual. Sight-reading, we believe, possesses a special value in this direction. Singing at sight is also a means of developing the co-ordination of the various faculties. There are numbers of people who know things ought to be done, and yet fail to do them. In the case of sight-singing, the mental picture has to be immediately translated into action, it is the essence of the proceeding. The child is thus developing not only the mental faculties, but is also acquiring increased power of regulation and co-ordination, through the training of the faculties of the cerebellum.

It is now becoming generally recognised that the interest of the young in music may be expressed in intellectual and emotional enjoyment, and not only instrumentally and vocally. In other words we realise that good listeners and appreciative understanders of music are, in their way, as essential as executants. “Shocking as it may seem, hundreds of children ‘learn music’ for the length of their school life and never hear a masterpiece, and indeed, hear no music at all except such as their own untrained musical sense and half-trained fingers can compass." In increasing measure the teaching of music appreciation is coming into vogue, and as an aid to this the piano-player and gramophone are demonstrating their value. The slogan of the musical advance guard is “a gramophone in every school.” Teachers who are competent to give first-class expositions of the classics in schools are naturally few and far between, and it would be impossible for even the first-class, with the best will in the world, to cover a range in any way commensurate with that which can be reached mechanically. Therefore the mechanical piano-player with a constant change of rolls, and the gramophone with its ever-increasing list of records, are adjuncts to education which are at present only in the stage of small beginnings. They possess drawbacks and disadvantages, of course, but these are far outweighed by the many solid points that tell in their favour.

The standard of musical accomplishment to be found in the various schools is of very wide range. In the elementary schools there is a certain uniformity of scheme, if not of achievement. But in the Public Schools, and in the preparatory schools which act as feeders to them, there is no uniformity of scheme, and the range of achievement is from a very great deal to just nothing at all. Too much depends upon the individual outlook of the Headmaster. If he be musical, then the music prospers: but if he be not interested in the subject, then the music languishes accordingly. This is not rational. Either music has its value as an educational subject, in which case it ought to be in the curriculum independent of the vagaries of the Headmaster for the time being; or else it has no educational value, and should never be there. Whims in such a matter are out of place: but they are nevertheless too often a deciding factor. In many schools music is frankly regarded as a nuisance, a sort of frilling that is inappropriate to the rigid texture of education. It touches the emotions, and the Public School man has a horror of being even so much as suspected of having emotions.

The average net result is that music has been tolerated rather than encouraged, and most often the boy who elects to study music has to do so at the expense of his playtime. Class singing is sometimes taken in the regular school hours, but more often not. The consequence is that it is frequently regarded as a grind and a bore: an attitude scarcely conducive to any appreciation of its inner significance. Again, the influence of the Music Master is of extraordinary importance: his subject is identified in the boy mind with himself, and if the master be not respected for his own personality, then the music suffers in precisely that degree. A fine influence can be trusted to make itself felt in every circumstance, though perhaps battles may have to be fought before victory is achieved, and if the musician has grasped the fundamentals of his Art, and realises that it is not so much himself as the spirit that works through him, then the work that he can do both for music and for his little musicians is beyond all price.

In one Public School with which we were closely acquainted the standard of music was extremely high. The “Head” had his own ideas, which occasionally came out in unexpected guise. For example, every Sunday morning there was a choir-practice before Chapel for the non-singers. This, of course, is a contradiction in terms, but an effective procedure in reality. All the boys who were not in the choir had to attend a practice for the musical part of the service, while the choir had the privilege of a free time. There was no grievance about this, and it was taken simply as a matter of routine. Further, in addition to the usual Shields that were won and kept for the year by the various competing “Houses,” for cricket, football, sports, cross-country running, etc., there was a “House-singing Shield.” This was competed for by the various houses, each of which had to put up an S.A.T.B. (four-part) choir. The competition consisted in the singing; of a compulsory glee, chosen by the authorities some months in advance, and a voluntary part-song selected by the competing choir. Both were to be sung without accompaniment. If the house-master happened to be musical he generally undertook the training of the choir: but if he were not, then a head boy took it on. The standard achieved was, as a rule, remarkably good. At the time of which we speak there were five competing houses in a school of some two hundred boys, and this means that in the school there were five complete four-part choirs capable of singing an unaccompanied part-song. Practically every boy belonged to one or other of the choirs, for marks were added to the total in proportion as the number of boys singing rose, as compared with the total number in the house.

We cite this case from our own experience in order to show what has actually been accomplished in the way of fostering the love of music in one Public School. We are aware that this standard would appear entirely visionary to the authorities of some other schools: there are some to whom the idea of one choir singing in two parts seems more than is practicable. But when music is recognised as an integral part of education, as it used to be in Greece, then we may look forward to a different standard indeed. We may also recognise that unless education itself pays some attention to the emotional and feeling side of life, it is leaving neglected an element which has no little to do with national stability and sanity, since these can only be grounded upon the manifestation of spirit in love and service.