Music As A Language Part 7

Another small point may be mentioned. In the lessons just before a recital the mistress should go to the end of the room in which the lesson is given, while the child is playing her recital piece, in order that her supporting presence near the child may not be missed at the recital.

The recital will probably be followed by some form of reception by the school authorities of the parents of the pupils. No teacher should miss this opportunity of getting to know the parents of her pupils. A friendly talk over the progress, or lack of progress of a child will often result in sympathetic help being given at home, and, in any case, the teacher will probably learn something about the character and home environment of the child which will help her in her work.

Partly owing to lack of time, and partly because some pieces will not be ready, a certain number of children will not be able to play at the school recital. Such children should be gathered together at the end of the term, and should play to the mistress who organizes the work. In this way they too will gain experience, and a little focus will have been made for their work.

We must add one final suggestion. Each music mistress should keep a register, in which she notes not only the names of her pupils, the times of their lessons, absences, late arrivals, &c., but an exact list of all the work done by them, with dates. This is invaluable, not only for gauging their progress, but as a means of quickly ascertaining their work in musical literature. It is, alas! a day of examinations, and with the many little books of studies and pieces which have to be got up for outside examinations there is a serious fear of the systematic education of a child in cla.s.sical musical literature being interrupted, or, at any rate, put on one side for a time. Such a book makes it possible for the mistress to keep a definite scheme of work in view for each pupil, and the busier the mistress, the more she will need some such aid to her memory.

The pupil should also keep a register, in which she notes the exact amount of time spent daily in practising, and the way in which she divides it. This book should be brought to each music lesson, and should also be shown to the supervising mistress at the end of each term.

CHAPTER XIV

SUGGESTIONS TO STUDENTS ON LEAVING A TRAINING DEPARTMENT

In finis.h.i.+ng a course of training along the lines we have been considering, it is well to take a bird's-eye view of what has been done.

In all communal work the results fall roughly under two heads:

1. The getting of new ideas, and of new ways of presenting old ideas.

2. The development of character, due to the mixing with fellow students and with those who are directing the work.

So far as the actual work is concerned, stress has been laid on the following:

1. The necessity of considering music as a language.

2. Various methods for teaching in accordance with this idea.

3. The principle of the inclusion of the work in the regular curriculum of schools, with cla.s.s treatment.

In the short s.p.a.ce of one year, which is all that can be generally spared by the student, it is impossible for her to realize the full bearing of all that has been done. It is only when we see such work in perspective, after the lapse of a little time, when it has been possible to work out at leisure some of the practical points involved, that we can perceive all the ground covered.

Many students have experienced considerable difficulty at first in doing themselves what they have seen children do, who have been trained along these lines, i.e. to write down two-, three-, or four-part exercises in dictation, to transpose at sight, to extemporize without hesitation at the piano, &c. The feeling of working against time, of examinations to be pa.s.sed, of discouragement at apparently slow progress, has possibly produced a state of mental indigestion, and the only cure for this is Time, the universal doctor.

The student is now at the point of entering a new sphere of work. The instrument has been sharpened. How is the application to be directed? A word of warning is necessary. The young and enthusiastic teacher, fresh from the inspiration of a year's work with those interested in her development, is too often apt to be over-rigid in enforcing a new presentment of ideas.

'This way, or no way!' is her cry.

Now all sound educational work must possess an intrinsic quality of pliability: it must grow, expand, and be capable of development in a hundred ways. Small points of method must be adjusted to the particular cla.s.s and pupil, and a generous recognition of the useful parts of other people's 'methods' will be the surest way of obtaining recognition of our own ideals. Provided a firm att.i.tude be maintained on essentials, it is often possible to compromise on minor details. Above all, an open mind must be preserved in the presence of advice, however inexperienced. Many a young teacher has failed in her first post because she has given the impression to those in authority that there is one, and one only, way in which she can do her work--one, and one only, possible scheme of division of cla.s.ses and hours for lessons.

An arrangement far short of the ideal must often be accepted, with a courteous protest, but it will a.s.suredly be modified later by the authorities when the teacher has won confidence by arousing the interest and enthusiasm of the pupils, and by showing good results from the lessons.

Has not every new presentment of every subject in the school curriculum been greeted with the same chorus of depreciation at first? Why should music, the latest arrived of the subjects on the regular curriculum, fare differently?

Remember that the head of a school has often to keep in mind, not only his or her ideals in education, but the wishes of a governing body and of the parents.

A short demonstration of work done under imperfect conditions will often throw a flood of light on the aims of an enthusiastic teacher, who has been struggling in difficult surroundings. 'I had no idea you were doing all _this_ with the children' has been the admiring comment of more than one former unsympathetic critic, and conditions are at once altered in a generous spirit.

Above all, the young teacher must remember that it is of the first importance not to lose her enthusiasm for the work. She must keep herself up to date by being in touch with general musical life outside her immediate circle. She should belong to a musical society, and take every opportunity of attending lectures, &c. She should organize musical clubs and meetings among her pupils, and encourage a healthy att.i.tude of kindly criticism.

And, finally, she must be always working at something to do with her own music, for directly she ceases to put herself, from time to time, in the att.i.tude of the learner, she will cease to be a sympathetic and stimulating teacher.

It is a good plan to keep a musical diary, in which our own progress and that of our pupils is recorded, together with notes on current musical events--concerts attended, and so on. Such a record is most useful for reference, and for encouragement in dark hours, when it seems impossible to re-establish a lost sense of proportion.