Natural Music Course MELODIC FIRST READER BY FREDERIC H. RIPLEY PRINCIPAL OF THE LONGFELLOW SCHOOL, BOSTON AND THOMAS TAPPER LECTURER ON MUSIC AT THE INSTITUTE OF MUSICAL ART NEW YORK.. CINCINNATI .. CHICAGO +32.7650m Educ T 5019.06.746 24 July, 1907. Oft of the Publishers, TRANSFERRED TO HARVARD COLLEGE LIBRARY June 12, 1929 COPYRIGHT, 1906, BY FREDERIC H. RIPLEY AND THOMAS TAPPER Entered at Stationers' Hall, London. MELODIC FIRST READER. Most of the songs and studies in this book have been written or arranged specially PREFACE. THE MELODIC COURSE IN MUSIC was planned and named coincidentally with the Harmonic Course. The educational idea of the two series is the same, the order of subjects and the manner of development remain unchanged, but the practice element is differently treated. Power and facility may be attained in two ways. First, by practice on a large number of carefully graded studies, each to be used in a restricted way. Second, by a repeated and thorough study of a few distinctive typical forms. The first method was employed in the Harmonic series. The second is the basis of the present work. The name Melodic series is justified by the large use of melody, the song element being the basis of study. Each idea is incorporated in a melody through which it is fixed on the learner's ear and eye. This remains as a type by which the tonal form is forever after recognized. The melodies thus used are largely new and original. Well-known composers in America, England, France, and Germany have written songs for this series which are especially designed for the use of children. From the assembled mass of material procured, selections have been made; these have been carefully tested in the schoolroom to demonstrate their attractiveness to children and their fitness for the purpose intended. It is not difficult to collect a mass of interesting song material for children, but to provide material which shall be pleasing in melodic qualities and adapted to the precise educational end desired has demanded infinite care and labor. Music appeals first to the emotional nature of the child. It tends to heighten the sensibilities, stimulate thought, and arouse æsthetic impulses. If, however, the subject be dropped here, the benefit of the effort is uncertain, for it may have served merely to intensify existing tendencies rather than to arouse and develop the higher faculties of the mind. But it is well known that the study of music may be so conducted as to discipline the mental powers, strengthen the will, and remove the dangers which a purely emotional treatment of the subject allows. The accomplishment of this higher end in music study has been the unvarying aim of the authors in the preparation of this course. |