CAN music be disregarded when the programme of school duties is to be arranged? It should be held as equally essential with reading and penmanship, and the day is coming when the local school authorities-wiser than many who are at present entrusted with these interests will inquire of the teacher who seeks employment, "Can you sing?" Can you play on any instrument ?" "Can you give instruction in vocal music?" These have long been questions familiar to applicants for positions in the public schools of Germany; and happy will be that era when they have grown equally familiar to the teach

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HEARTS OF OAK.

ers of America. Horace Mann, an authority in educational matters, once wrote, "If I were the father of a family, all the members of it should learn music. Almost all children have naturally good ears, and can catch tunes easily; and, strange to say, they are able to master the mysteries of tune much better at an early age than they do later." The refining influence of music in the schoolroom and in the family circle none knew better than himself. Dr. Brooks says wisely: "A school song in the heart of a child will do as much for its character as a fact in its memory or a principle in its intellect." All leading educators

FABIO CAMPANA.

agree as to the importance of this kind of instruction, | and the universal love of music, manifested especially by children, is the strongest evidence that their position here is not to be shaken. The wide world over, wherever human beings bave hearts that pulsate quicker to the sentiment of love or sympathy, or at thoughts of home or heaven, there the outgushing tenderness reveals itself in song. Travellers tell us that in the mountains of the Tyrol, it is the beautiful custom of the women and children to come out, when it is bed-time, and sing their national songs until they hear their husbands, fathers and brothers answer

them from the hills on their return home. On the shores of the Adriatic, also, such a custom prevails. There the wives of the fishermen come down about sunset and sing a melody. After the first stanza, they listen awhile for the answering strain from off the water, and continue to sing and listen till the wellknown voices come borne upon the tide. How sweet to the weary fisherman, as the shadows gather round him, must be the song of these loved ones to cheer him on his way, and how they strengthenas does music everywhere-the ties of affection that bind together these humble dwellers by the sea.

CHILDREN'S voices are often abused in the schools. Teachers who do not understand the voice-both in public schools and Sunday schools-like to have enthusiastic singing. There is credit to the teacher; it is a live class or school. The scholars are urged to more effort; loud, hearty singing is what is wanted, and striven for. Power is the first requisite in the public estimation; to secure it, a cornet is brought into many a Sunday school. Give us a good, rousing blast! Singers, to compete with it, must sing louder. The sensitive, quick, and willing ones respond as best they can, strong and hearty. "That's good!"

EVER BE HAPPY.

says the teacher, "sing out!" Loud, coarse, vulgar shouting is understood to be music, and passes for the correct thing among many of the most estimable people. Now it is this coarse shouting that is fatal both to good music and to the vocal organs. More mischief is done in this way than most people can estimate. It is among the best and willing children that harm is done. They are urged to sing out, and the very effort put forth prevents the children from reaching the higher tones of the songs. They sing out of tune, of necessity. The children straining to do what is required of them, the lower register of the

M. W. BALFE. From "ENCHANTRESS."

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All

voice is forced up beyond its natural limits. voices can be forced; some never recover the harm done them in school singing. The singing of children is mostly in unison-singing the melody-and those having low voices, in order to reach the higher tones by singing loudly, force their voices more than others, and are subject to more damage. It is like straining a violin A string to do duty as an E string, which makes it useless after as an A. Tenors among men strain their voices to make the higher tones loud and strong; in a few years the precious thing is gone. Demand soft singing, with energy. Be enthusiastic,

and draw all into the exercise by every means possible. Choose songs that are written within natural and easy compass. Teach the children to sing parts natural to them. Be anxious to have the songs sung correctly, rather than to make a great noise. A teacher of energy and enthusiasm does not need to urge his pupils to sing loud. Boys should always be kept down; girls probably will sometimes need encouragement. Besides high notes can only be attained by soft singing. Sing, and be healthy. Sing, and have strong lungs that can resist disease. Sing, but also take care of the precious instrument of song.