Country School Legacy: Music on the Frontier. Country School School Legacy: Humanities on the Frontier. INSTITUTION Fountain Plains Library Association, Silt, Colo

DOCUMENT RESUME

ED 219 173 RC 013 459

AUTHOR Haack, Paul A. TITLE Country School Legacy: Music on the Frontier. Country School School Legacy: Humanities on the Frontier. INSTITUTION Fountain Plains Library Association, Silt, Colo. Country School Legacy Project. SPONS AGENCY National Endowment for the Humanities (NFAH), Washington, D.C. PUB DATE 81 NOTE 99p.; For related documents, see RC 013 456-459, ED 211 243-254 and ED 211 266 -280. Appended are copies of title pages and tables of content for 12 music books used in country schools.

EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *Acculturation; Educational History; Elementaiy Education; *Music; *Musical Composition; Musical Instruments; *Music Education; *Music Teachers; Oral History; Orchestras; *Patriotism; Religious Factors; Rural Areas; School Community Relationship; Singing; Social Integration; Vocal Music IDENTIFIERS *Country School Legacy Project; Musical Analysis; Musical Scores; Songs; United States (Mountain Plains)

ABSTRACT An overview of early country school music and music education in the Mountain Plains region of America provides impresssions gained from texts, journals, official records, and personal interviews. Music is portrayed as a socializer to engender community spirit, an enhancement of patriotism, a means to enculturateto the "American way of life," a symbol of validation, and an accompaniment for rhythmic activities. Covered are: school community activities; scholastic aspects of music in country schools; teacher and student roles in the instructional process; instrumental music; technology (grammophone, victrola, radio); and music texts and song literature employed in schools during the late 19th andearly 20th centuries. An examination of music functions, via an analysis of verbal and music content of 55 songs, shows that song texts can be categorized according to "six key word factors" (joy, kindness/love, nature, religion, school, and work/diligence). Analytical statements concerning each song are concluded with the initial letters of the key word factors which applied. Conclusions show songs were consistently employed for inculcating and enculturating students with the dominant society; song values'4entered on factors identified; song materials were the equivalents of McGuffey's readers; and musical qualities reinforced basic simple values. (AH)

*********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** COUN1RY SCHOOL LEGACY: Humanities on the Frontier

COUNTRY SCHOOL LEGACY: MUSIC ON THE FRONTIER

Paul A. Haack Associate Dean School Gf Education University of Kansas Lawrence, Kansas

1981

U S DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION E;)I't 1,t, \ AL 1-41-WURCES INf OHMATION f NUR (ERIC' Humanities haf, beenf elf orifff effl Funded by the National Endowment for the ^~ tffeIff tutf,f,of)11,,Iffon

MI If' ^~~~^~ ttt it: Sponsored by the Mountain Plains LibraryAssociation COI NTRY SCHOOL ADMINISTRATIVE STAFP Project Metier: Andrew Gut Ilford Colorado Mountain College/silt Elementary Sthool Alit. Colorado Media Director Ran/kill Teeuvren Photo Arneeke Port Collins. Colorado Exhibits Director: Berkeley Lohsnov Denver. Colorado pistol Allen* Joseph Edelen I. D. Weeks Library University of South Manta Vermillion. South Dakota

COUNTRY SCHOOL LEGACY: HUMANITIES ONTHE FRONTIER

The Mountain Plains Library AssociationIs pleased to be Involved in this project documenting the country schoolexperience Funding of this project from the National Endowment for theHumanities, cost sharing and other contributions enabled us all to work with the severalstate-based Humanities Committees as well as many other state andlocal libraries, agencies and Interested citizens. We are deeply Impressednot only by the enthusiasm for this work by all concerned but by thewealth of experience brought to bear in focusing attention onand recapturingthisImportant part of history _and bow we got here. This project AMMO*ideruify many of the roots and -cherac ter formation" of our social,political and economic institutions in the %vest Already the main Project objective seems tobe met stimulating library usage and Increasing circulation of historicaland humanities materials In this region Public interest Is rising In regional slate and localhistory Oral histiky programs are Increasing with greater publicparticipation. The shirty of geneakigv and the search for this Information is causingmuch interest in consultingand preAervInghisloriCal materials. What has been startedhere will not end w nit this project The immediate results will tour theentire region and be available for any who wish the program. film.and exhibit There will be more dtcussion of --and action onthe Issues Involving thehumanities next public poticies, pas; and present. The MountainPlains Library Association Ls proud to he it partner In this work, the CountrySchool Legacy and Its contribution to under standing humanities on the frontlet JosephAnderson Nevatia 5121r Lib ra nat Paw President Mountain Plains Library Association BEST COPY AVAILABLE Z-7-7777,

fr_ fittlikt1 COUNTRY SCHOOL LEGACY: MUSIC ON THE FRONTIER ERlC/ CRESS RECEIVED Paul A. Haack

She looked at the line of children. There, the very first in line was Georgie Bailey, his bright blue gaze fixed expectant- ly upon her. "How did you get them in? Did you just say, come in, children? Or --"

"What are we going to sing?" Georgie asked.

"Sing?"

"We always march in singing."

And so the year began with "Onward Christian Soldiers." Class adjournedthat way, too. (Marion Cockrell, The Revolt of Sarah Perkins, New York: David McKay, 1965)

This paper is meant to provide an overview of early country school

music and music education in the mountain-plains region of America. The

first section is an informal amalgam of impressions gained from the

sources listed in the bibliography, including texts, journals, official

reports and personal interviews. Part II is comprised of a more formal

analysis of the song materials useciin the country schools, and will

focus particularly on material from the last half of the 19th century

and the early 20th century, when the frontier was moving westward across

the Mountain Plains region. The analysis will be concerned with the

verbal,musical and functional elementsoftheselected sampling of

songs,and among other things will emphasize the use of music in the

enculturation and Americanization of various frontier ethnic groups--in

keeping with the then prevalent "melting pot" theory.

A 2

Part I

Music in the Country Schools: An Impressionistic Narrative

Music seems to have been a part of many country schools' activities f..-om the earliest time forward. Often, particularly at first, it was not regarded as a curricular subject to be studied for its own sake, not as a "basic" in the sense of "readin', writin' andrhythms," but it soon was recognized asa basic in a more direct, functional sense. It was employed as a socializer to engender a community spirit of oneness and belonging in the students (and during the weekend or evening activities,

it did the same for their elders as well). It was employed as a means of enculturation to the "American way of life" for the ethically diverse

populations found on the frontier. It was used as an entertainment, as

an enjoyable changeof pace from other kinds of schoolactivities.

Often it was used as a symbol of validation--to officially openthe

school day with a song. And at other times it was simply used to accom-

pany a march around the eassroom, which duringcold weather was done

not so much for rhythmic activity as in an effort to keep thestudents'

feet from freezing. Thus music, probably less for aesthetic purposes

and more for functional reasons,found its way into frontier country

schools from the earliest of times.

Beforedetailing variousaspects of musicas a curricular and

extracurricular activity in the mountain-plains country schools, it may

be appropriate to recognize that music served to enhance many community

activitiesin the schools as well. Itis an established fact that

country schools were (and in some cases still arc) the community centers

of their time; and many of the activities carried on as a part of this

function involved, if not featured, music. 3

Country school community centers provided the setting for meetings

(which often were introduced with a patriotic song,or had a musical intermission by a school performing group); talks, lectures speeches

(which programs also were often introduced or interspersed with music); picnics (with sing-alongs and other musical entertainments); box socials and cakewalks (wherein a musical game determined who got what food--and partner); patriotic celebrations (often involving appropriatel3, patriotic songs,and combining several ofthe aforementioned activities); worship and revival services, plays, dramas (all of which could involve appropriate music); dances (wherein folk and ethnic musical styles often domilated); and a variety of other activities, not the least of which were musical concerts themselves. This last category, like some of the aforementioned, might involve noted artists such as Jenny Lind travelling theconcert circuit under the auspices of P.T.Barnum, or more commonly, local talent.

Obviously, such activities involved various segments, and often all of the community. In the following sections the focus will return to the more scholastic aspects of music in the country schools. These will include consideration of the roles of teachers and studentsin the instructional process;the matter of instrunental music; technology in the form ofthe grammophone,victrola, radio, etc; and finally the matter of music texts and the all important song literature employed in the schools. This lastareawill lead to PartII and a formal- functional analysis of a sampling of songs used in the country schools.

Teachers tended to play, sing, and /or teach music according to their individual abilities. As early as the 1860's teachers' institutes encouraged special attention"tothescience of music"(The Kansas 4

Educational Journal, Vol. 6, Oct. 1869, page 138). Singing as a part of

daily opening exercises was so common as to be virtually a standard part

of tne curriculum. However, beyond that point, the quantity and quality

of music activity in the schools varied a great deal--mostlywith the

abilities of the teacher.

Prior to the second or third decade of the twentieth century, very

few teacher preparation programs gave much if any attention to music

education. If the teacher had not developed skills or taken lessons on

his or her own, he or she simply would not have much to offerthe stu-

dents in the way of music instruction. At times, however, such circum-

stances were alleviated by the contributions of musicallyexperienced

people in the community. Occasionally even an older student, possibly

someone who had had the opportunity to take somelessons from a "pro-

fessor"(private music teacher), would assume responsibility for some

music activities in the school.

By the 1920's there are accounts of music specialists serving the

rural schools of a country. In many cases each school was visited only

once or twice a month, during which time some intensiveinstruction took

place,and plansfor follow-up instruction were made with the local

teacher. In one instance it was reported that the circuit riding music

teacher travelled by horseback; and in another case, the teacher went

over hill and dale, in sun and gale, via her bicycle. Travelling music.

specialists became more common toward the middle of the twentieth cen-

tury. Specialists aside, one county superintendent reported favoring

teachers who possessed some music competencies in the hiring processfor

rural schools. Others encouraged thier teachers to take a general music

methods course. While most of the early music instruction centered on vocal and rhythmic activities, instrumental groups soon sprang up and were incor- porated into school programs. At times musically experienced country school teachers also taught private lessons, or a student learned from dad, using his fiddle,from mom,from the church organist, or from a

"professor"if such a person was available and affordable. In any event, enterprising teachers would help the instrumentallyexperienced young people it the schools band together intoperforming groups. These often were called orchestras, evenifthey had only one orchestral stringinstrumentor only a guitar or mandolin. Ifthere were no strings of any kind, only winds and percussion, they were calledbands, even if membership numbered only four orfive.

Late in the first quarter of the twentieth century there are reports of schools combining their bands to formlarger groups for more exciting musical activities and events. In the second quarter of the- century there are reports of accordion bands; andapparently tonette ea:embles and rhythm bands were quite popular at this time aswell, when

teachers felt able to organize them. Eventually those districts that could afford musicspecialists had some moreformal instruction in

instrumental music; however, v cal music remained the backboneof the

general music program. Some s ols even produced operettas on a yearly

basis, and many participated in massed song festivals.

Primary accompanying instruments for music activities in therural

schools were organs and pianos. From what can be gather'd concerning relative use,it appears that organs competed effectively withpianos

and might actually have been more common inthe nineteenth century

(pianos having only been devised in the late eighteenth century). One 6

interviewee mentioned a story about how a giantbox social provided the entire financing for the purchase of an organfor the school. However, with the comingof Viletwentieth century the heavier, metalframed

monster known asthe piano had completed the trek across theAmerican

Frontier, and bythe end of the first quarter of the century mostof the

country schools hid such an instrument. Even player pianos were found

in some school/Settings, so skilled or not,people could put on, pump

out and singa'ongwith the rolls of the latest popular music.

The next technological advance to influence musiceducation in the

country schools of the frontier was thegrammaphone-record player. Many

interviewees report the use of Sousamarches which were early "hit-

parade" favorites around the turn of the century. As mentioned earlier,

these were used on cold days when teachershad children march around the

room to warm their half-frozenfeet; but also when children were rest- to teach less duringstormy weather andneededphysicalactivity;

"beats" and rhythms, and just for fun listening. Soon, in addition to

marchesand other popular forms, classicalmusic recordings became

available. The "classics" provided the basis for musicappreciation

classes in the rural schools. They also provided a basis for the "music

memory" contests which became popular later on, andin which many rural

school children participated.

Radio was readily adapted to music instruction for countryschools.

Shortly after network radio bacame effective in the1920's, music educa-

tion programs were being broadcast to rural areas. Orien Dailey of

Wichita, Kansas was a pioneer in the desiLlopmentof such prugrams. They

were broadcast once orseveral times a week and involved listening to

music, singing along, learning the names of notes,lines and spaces, scales, etc. In time, supplementary music booklets were available for use by the teachers and students during andbetween broadcasts. Thus the expertise of a master music teacher became available to manyrural schools via the airwaves.

Of the various types of music literature mentioned in the foregoing sections, the most common is song literature. The Lamar, Colorado Arbor

Day Program of April 16, 1892 included the following: "Marching Through

Georgia," ."Columbia,Gem ofthe Ocean," "Rally Round the Flag," and

"Yankee Boy." It was mentioned in various interviews that in many schools it was not unusual to spend at least 15 minutes a day singing from song books. Children memorized patriotic songs, rounds, folk and country tunes, as well as "silly songs" andpopular ballads. Immigrant children sang the same music as native children in theschools. Even children of parents who generally spoke a language other thanEnglish learned the English songs, and no rep.rts indicated thatpupils learned songs in other languages. This would probably have been regarded as contrary to the principles of the great"melting pot." This does not mean that songs of ethnic heritage were notlearned and transmitted. It is just that they generally were not employed as a part ofschool activities (except possibly it a most solidly ethnic community). Such music was generally learned in the home, or atdances and other social func-

tions.

[It might be interesting to note that the music scores and song books used in the Mountain-Plains region employed round notesfrom the very first, rather than shape notes. This is of significance because

shape notes were largely a southern tradition, whereas round notes were

espoused by Lowell Mason of Boston music education fame. The general

o 8

influence of shape notes went no further north or west than Missouri, a slave state at the time. It could not penetrate Kansas, in part due to the Boston influence of the New England Immigrant Aid Society which sent settlers and helped bring the territory into the Union as a freestate.]

Several specific song titles mentioned by interviewees include:

"What a Friend We Nave in Jesus" (and many other religious hymn-tunes, particularly in the early days); "America;" "Home Sweet Home;" "Stars and Stripes Forever" (words were sung to the trio); "Red RiverValley;"

"Jaunita;" "sop Goes the Weasel;" "Row, Row, Row Your Boat;" "It's a

Long Way to Tipperary:" "You're a Grand Old Flag;" "Blest be the Tie that Binds;" "Battle Hymn of the Republic;" and "America theBeautiful."

Such songs functioned in many ways, but several of the mostsignif- icant functons in the frontier school setting were the Americanization

(enculturation) of ethnic groups, the engendering of the American spirit, the uniting ofa multi-cultural natipn,and the enhancement of patriotism. Other common topics and functions were the transmission of religious-spiritual attitudes and beliefs, personal values, interper- sonal relationships, as well as feelings for the beauties of theland

and the wonders of nature.

Part II following will examine these functions via an analysisof

the verbal and musical content of a sampling of some older and more

obscure (to us, today) songs. These have been selected from music books

which were in use during the latter half of the ninteenth centuryand

the early part of the twentieth century--as the frontier movedthrough

the Mountain-Plains region.

I 9

Part II

Songs in the Frontier Schools: A Sampling and Analysis

Music books, primarily song books, followed the frontierschools westward. The following resolution was passed at the Coffey County,

Kansas Teachers' Institute in 1869:

Resolved, thatwe givespecial attention, so far as practicable, to the science of music--to become familiar with its principles ourselves, and to teach the same in our common schools--and further, that we recommend to our teachers the use of "Blackman's Graded School Songs" in the schoolsof this county. (The Kansas Education Journal, Vol. 6, Oct. 1869, p. 138)

There is substantial reason to believe that the texts from which examples were taken were actually used in the schools of the regionbe- cause (a) the aforementioned songs a.._ in them;and (b) they were found and collected in the region. Th texts currently reside in the Kansas

Historical Collection in Music)ducation, University of Kansas, Law- rence. Thefirst several songs have been selected for analysisby virtue of the fact that they were considered for use in the production of the film which is a part of the Country Schools Legacy project,and

this should make them of some special interest.

Part IIconcludes with listingsofsongtitles which serveto

expand on the song analyses and provide a broader sampling of the types

ofsong topics which were employed in the early music textsof the

contry schools. 4

"Morning Song"

McLoughlin,J.M.,and Gilchrist, W.W., The New Educational Music Course.(Teachers' Edition). Boston: Ginn & Company, 1904, p. 23.

Text

The lyrics and thee_simple rhyming scheme are very orderly, re-

flecting the theme of the song: Nature's simple, revitalizing bea4,ies and order are reflected the dawning of each new day. The text is a very positive one ("We come...With faces blithe and gay,"); and extolls

the glories of the natural environment.

Music

The musical form is as regular and orderly as the text, being

strictly comprised of six two-measure phrases. These pair off nicely

into three sets, providing a straight-forward ABC form. The harmony is

based on simple I,IV,V chords and the melody echoes this simplicity by

adhering almost exclusively to the natural chord (arpeggio) and scale

tones. Ikhythmi.cally the piece reflects the 'same principles, having a

perfectly symetrical AABBAA rhythmic format.

Functions*

Communication: The song espouses a love of nautre and the beauty of the

natural environment and order of things.

Emotional Expression: The song is a hielypositive expression about

life, the renewal of life, and,6e-place of existence.

Enforcing conformity to social norms: The work (as well as play) eti.c

is espoused in a highly positive manner.

Contribution to the integration of society: The song extolls the abun-

danceand beauties of theland which arecommon bonds for the

various ethnic groups which share them. 11

Aesthetic Engjoyment: The words and music reflect a valuing forthe

orderly progression of simple beauties, and shouldstimulate some

enjoyment and appreciation particularly for those of a"classical"

nature.

Note: In the rilm, this piece could function as backgroundfor the

opening scene wherein youngsters are making their way toschool in

the early morning.

*Derived from Alan P. Merriam, The Anthropology ofMusic. Northwestern

Unversity Press, 1964, pp. 222-227. .111

TEACHERS' EDITION FOR ELEMENTARY GRADES 23 XI X MORNING SONG Anon% mous French Allegro71Sal IM tow .;1-/ A 9 1 i.Al! }2. We y r .,,

-sr

-L-A -1; "0- -0. -416 f 4 ------I A - X

--LT, ,_ _, il) _2 . ,______, -i4p -- .... 0 L IP 4 " -= ____ -r ;la -turehails the day As dark __-__tiessfades a way, The come to work andplay, 1,11;th fa-ces blitheand gay, Each -_-_-

1 ..-'-i -1-,.- , * ___E 11,-- I- a I g-t-31-, 0 0----0.-.0. 40 t- a--.- -sr 7r

. 1 , a --,-- a.---t- ..-- A: --- -I ---: -, a t--___-_-=±- ; birds,the tiow'rs,the mur-m'ring breeze That stirs to mu -,ic all the trees, Now morn - mg is our world made new,Like thirst-y tiow'rsre - freshed with dew, We

E4,-- LIP _ --

a 1 1 ter

"Ts Alt .- -FP greet the wel come day, Now greet the welcome day. greet the welcome day, We greet the welcome day. r s

I-

1 A- 0 13

"Gentle Rain"

J.R, Murray

Blackman, 0., and Whittemore, EE, and Blackman; 0., Graded Singers:

Book Three.* Cincinnati: John Church Co., 1973, p. 71.

Text

Each of the two verses of this brief but cheerful song has six phrases, with regul=ar accent points in each phrase. The rhyming scheme is a simple ABAACC. Frontier-agrarian values abound as the gentle rain is called upon to "make our meadows bright," bless thefields, and cool the earth. The spiritual element is acknowledged with rain equated to a

Gift of our dear Father's love."

Music

The stylistic marking for this song is "cheerfully," and themelody gives a "running" feeling with two notes per beat most of the time.The lighthearted effect is enhanted by several "skipping" figures(dotted eight-sixteenth notes). The melodic form is a simple ABC, or could even be construed as ABA-variation. This little tune is treated in a more

interesting harmonic manner than most simple songs. The first and third sections have three part harmony (though the entire song could be done

in unison). The second anthird lines move together and at times quite

independently from the meludy. The second section has the melody singing

two measures alone, echoed by the other voices in unison;Musically the harmonic aspect isthe most Interesting factor, and includes a super-

tonic chord as well as secondary dominants. The high points or climax

of the song occurs at the end of the third last measure with a fermata

(hold) on the key words "love" and "shower."

*For "Grammar, Intermediate for District Schools." 14

Functions

Emotional Expression: The song engenders happiness and a positive,

thankful attitude.

Entertainment and Aesthetic Enjoyment: The harmonic and rhythmic

aspects' lend life and musical interest to the song.

Communication: The song clearly expresses an appreciation for

rain, a high regardfor nature in general, and a thankful

attitude toward God.

Contribution to the Continuity of Culture and the Integration of

Society: The song expresses common values in terms of what

wasimportant intherural frontier society--good rain, a

cheerful, positive attitudetowardlife and nature,and a

thankful reliance on God. GRADED SINGERS.Book III.

MODULA MON. (Fio BbandBb to F) 3

SCALE EXERCISE. itoderato. xi

GENTLE RAIN. mol hy 3 RNi,**v Cheerfitlly.

/ L' La -

t Corningdownincool-ing shower, Gen - tie rain,Gen - tie rain ; 2. Come andmake our meadows bright, Gen - tie rain.Gen, - tic rain ;

N - 4 -411.

Bless - in bird,andfield,and flo wer.Bless - ing bird. and field, and flower. Hearts areglad forthee to - night,Hearts are glad for thee to - night,

1%, 411 el_ or, ,17.0i 43, sr\ th. a a Gill of -Air dear Fa - titer's love, Come with bless - infrom a- bove. Coin - ma down in cool - ing shower. Blessingbird,and fie!d. and flower.

4. a- -2% 4d S. 716C4 1P. ir ir 0-

1 AL.) 16

"Words of Welcome"

Words: Mrs. H.F. Osborne; Music, Unknown

Backman, 0., and Whittemore, E.E., Graded Singers: Book One.*Cincin-

nati: The John Church Cr., Approximately 1873, p. 65.

Text

The text isan expression ofagroup of children's welcome to family and friends on the occasion of a school program. A number of values and attitudes are conveyed, e.g., "Kind friends and dear parents;" "good lessons;" "make us submissive and gentle, and kind;" "for learning, we know, is more precious than gold;" "and thus lay up treasures in mansions above;" etc. The song also begs the audiences' indul- gence: "Remember we are all quite young; You'll pardon our blunders."

The meter is extremelysteadyand the rhyming scheme is a simple

AABBCCDD for each of the two verses.

Music

The melodic line is simple and clear, so as to enhance but not obscure the simple but important communication of the words. The piece is in three-quarter time with each phrase beginning on the third count of a measure. Virtually everything moves at a steady quarter note pace except that every phrase ending is a half note. The melodic structure might be termed A,B,A,C,B (var.), B (var.), A (var.), D, but the real unifying element is the continual repetition of 10 quarter notes followed by a half note. The harmony is not provided in this test, but very obviously can be accounted for by basic I,IV, V chords--except for the cadence half way through: In the fourth phrase there is a modulation,

*For "Primary Schools and Juvenile Classes." 17

involving a secondary dominant, to the dominant. This is the only point

of any musical sophistication in the piece, and lends a nicebit of

variety. The original key returns immediately at the beginning of the

next phrase via a phrase modulation.

. Functions

Emotional Expression: The song expresses earnest good wishes and

fond good wishes, love and friendship.

Entertainment: It is an entertaining way to introduce a school

program and provide basic information.

Communication: Introductory remarks and cautions, goals ani good

will are all being communicated as noted in the preceding

"Text" section.

Physical Response: This is not a major function, but the repeti-

tive, basic three-quarter rhythm will most likely cause abit

of toe tapping or rhythmic body movement.

Enforcing Conformity toSocial. Norms: Ascited in the earlier

"Text" section, many values and virtues of the society are

recounted (including the values of education), and bybeing

set to music, they tend to become more memorable andingrained

aswell as more acceptable (according to recent research).

Validation of Social Institutions (the School);Contribution to

Continuity and Stability of Culture; and Contribution to theInte-

gration of Society are important and all operative functions too,

by virtue of the above. S.Book 1. GRADED SINGERS.Efook I. 65

I. by . 1(mi F os,,,,. ()RDS OF WELCOME.

-IP411P-4----- t4-0 t.Kind friend- and dear parenN a e a etc me 't nu here, ['a nut nee, idea,atu P 2 11 e eek yourap.prnv al. with he trty gaud ill, And KC hpe the lit O.- .--IIP 11P - t. .ho norm, and leak:het%3 dear11` duuk tin lei vincoareacha r% in - ittli May nako tu. 111(1

w- Illicit we e learned, Awl ,ttr le., our nen rtc It I% a been tut tied gentle, andkind,A, well a.. Lit-light-en Ind -trengtheit the mind

4.--ist".41P-41::= ;11P-77":2111 Mir hope yott II irtliolthet are pi,r( v Ittz, Ind alien Ike For learning, .ae. know, 1% more t'rectme,flirt', gdrl. The worth 1 rite

___41= 7= F.- 4- 0 -- _

1.- a it ed nd 0111'4. YOU 'I pardonutir chit t tic Cr can hetoldV e :hen, Or t trI tie, mil

.11 .ter - .1tC. M .1V CV en extend 1,, tie Pro..tent hon - or ind 1,,.e, And ,hus.ay .ip;reaaurc,in nian-tuus above.

.11111111.- ....mALISIOLfivr.1111M. 19

"The School Bell"

Words: Mrs. F.A. SAfford; Music: H.R. Palmer

Whittemore, E.E., and Blackman, A., Graded Singers: Book Three.* Cin-

cinnati: John Church Cr., 1973, p. 76.

Text

The four lines of each of the two verses are based on the identical

accent pattern: (rest) The rhyming scheme is a simi-

larly regular and simple AAEB. In this sense the form and the content

of the verses is very consistent and mutually reinforcing, because the

message is a simple, positive and forthright sermon on the pleasuresof

the work ethic, e.g., it is good to begin on time; to please the teach-

er;the happiness of being praised; leave play 'til work is done (or

school is over); don't waste time; keep busy.

Music

The four very regular antecedent and consequent phrases of the song

are arranged it a simple,straight forward chorale style. The unim-

posing solid melody with its very typical AABA form enhances but does

not distract from the message of the words. The harmony, though in only

three parts, is in typical "Bach chorale style," and the steadily moving

quarter note rhythm is enlivened by passing eighth notes every couple of

measures, in the typical Baroque manner.

Functions

Communication: The most obviouL, function of this song is didactic.

It is meant to teach the principles of what is commonly termed

"the Protestant work ethic." The pleasant musical setting is

meant to enhance teceptivity tothe message as well as to

enhance memory of it.

*For "Grammar, Intermediate, or District Schools." 20

Enforcing Conformityto SocialNorms; andContribution tothe

Integration of Society: .The work ethic was vital to survival

on the frontier; and persons will be happy and welcome in the

community if they are good contributors.

Contribution to Continuity and Stability of Culture: The song

makes clear that 411 should contribute their efforts to keep

the community vital, stable and a happy place to be. 75 GRADED SINGERS.Book III.

THE Sc. II ix) I,BELL. 111, sII PALmts- ,to. fivi 40_Fi 0- iv sit 0.0

Wbe^,e'er toemerry bed out,Oh 'letus haste - way 2 sos,nen themer - ry bell rings out,Lease play till school ,so'er,

-7 -a- v.

c . Jr tose How pleas ant to be gin in tune,The du ties of the day, Not aurrt- ber one a - mongthe group,Which waits out-side the door,

%Ns

ir--0--11------1

0 ---41° 't I 41 r mA eft, .0° For hap - pier far ,ur hearts beat, Our teachers smile to see ; For inn mentslost can ne'er be found, No hour should ,sast-ed be ; .) Cre. LI SO , 1F v. ow f, ...., aft.: .I ...____=7 ----,01.- r 1,..._. 1 IL I ia .... OtO. How sweetthe praise which we have earned,\nil hap- Inwill we be. There's time forwork and pleas- uretoo, \ mi l)11,-,s we must be

40-0 -- ir -dr V

BEST COPY MA 22

"Try, ry Again"

George A. Veazie

McLaughlin, J.M., and Gilchrist, W.W., The New Educational Music Course.

(Teachers' Edition). Boston: Ginn & Company, 1904, pp. 98-99.

Text 411

Both the first section rhyming scheme of AABB and the second sections' AAABBB are interspersed with repetitions of the phrase "Try again." The message is straight forward: All should heed that regard-

less of the difficulty of the task,if not successful at first, keep

trying;perserverance; itis no disgrace to fail aslong as you try

again.

Music

Themelodyisas simpleand straightforward as the message:

MI Virtually all movement is stepwise, and straight quarter notes are the

basis for the rhythmic movemedt. In fact, the end of the third line is

a simple descending scale. The harmony toois basically I, IV,V,

interspersed with an occasional diminished chord, ninth chord and secon-

dary dominant. This all serves to set the mood for and point up the

simplicity of the repeated phrase "Try Again!"

Functions lik

Communication: The didacticfunctionis basic here. Teaching,

communicating the message that perserverence is of great value

is the primary purpose of the song.

Symbolic Representation is employed by example: "Try again"is

repeated again and again.

Enforcing Conformity to Social Norms: Trying and persevering are

the values or norms which were important on the frontier and

.._. this song drives the message home through repetition. 23

Contributions to the Continuity and Stability of Culture and to the

Integration of Society: Willingness to try to accomplish, and

to persevere at difficult tasks was essential to stable exis-

tance in frontier societies. The song persuades toward such

stability, and stresses that all should heed--so the group may

be unified and integrated in its social behavior.

Note: This might provide some useful background in the film section oa

ethnic groups. /"`--74;-`7. 1 (6, 46. 1% 1 I I I l I a I. %, 7. ; 111%1 , I' I 0 , ; 1 .t 41 I ; j I 1 141 4 II - 1 I' I Is I '4. ) 1\10 r. O'ILL I -* 1 ; . I 1 I SS, Ai III; I -ft ,! I I 1 ' II f I COPY AVAILABLE,H !II, t_ I 25

a "Thirteen Were Saved"

or "Nebraska's Fearless Maid"

(Song of the Great Blizzard 1888)

Words and Music by Wm. Vincent

Published as Sheet Music by Lyon & Healy, Chicago, 1888

Text

The text tells of an incident which took place in January of 1888

during a blizzard which wracked the Northwest and central region of the

United States. As reported in the Omaha Special, Miss Minnie Freeman,

the "plucky little teacher" at Mina Valley,Nebraska, saved her13

pupils by leading them through the blizzard to a house three-quartersof

a mile away--after the door, windows androof of the school were blown

away. She did this through the device of tying the children into a line

with a length oftwine,thus keeping them from getting lost in the

blinding snow. The story is told in verse having the simple, basic AABB

rhyming scheme. The repair is sung twice between each of the three

verses, and at the cmd.

Music

The melodic format of the musical setting follows on ABAC form for

the verse and an ABCD phrase structure for the refrain(wherein C is

based simply on an ascending scale and D on the descendingscale). The

harmony remains very simply I, IV,V oriented with the main point of

variety being a modulation to the relative minor (F major to Dminor)

for the second part of the verse. The actual unifying factor (in light

of the lack of melolic repetition other than repeatsthemselves) is the

dotted eighth-sixteenth note pattern which permeates the entirepiece.

Thispattern isgenerally associated with agitation,excitement and 26

lively motion. Therefore, it is particularly well suited as an accompaniment to the exciting tale of the "plucky maid" and her class.

Function

Communication: A primary use for this music is to tell and pre-

serve the story of the fearless maid. The song is also em-

ployed to communicate the general concept that frontier teach-

er. had to be brave and resourceful people.

Emotional Expression: The song is used to convey the excitement of

the described situation as well as the admiration for its

subjects.

Entertainment: Inasmuch as the song involves a tale of danger and

adventure, it served the function of entertaining many people,

particularly at the time of the incident.

Validation of Social Institutions: In its treatment of the fron-

tierschoolteacher, thesong validates the work of such

persons and the school in society.

Note: This might provide some useful background music in film

sections dealing with winter and hardship on the frontier. S1'fa - 7 311- .* 6i .-...... ,,,.. -;- .... - Arm:. . , .. ' ...t., .WERE.... SAVE 11.e..1 :., , I TEa -f 2...;;;;,=1-..,-",c-4,,.4;t7.1.;::".-c-:'±'-lti:;(5.11:;*:' 1-; -. ,-_-:: _-_-; - "-...x:-. -1.-----.. =.1::' %.,. -,-..--;/.::: .. --,':',Yfk7;:,:-.;:;Ti. ,,:..k.7,4314 , , .:...: ....7.,- -. 4" ,,..--1-6 ."; le,..11.1.' -liTt... .p...... tk--!.4` ,-, - - ...._, - %* ok: -,...- - -... - ,..... , . . -t-atz.-...... -:,...44.--...... v.A.E.,i...... : ,.,._ ..,-,..,-- ,. ....;.-...... -----: '--- -;.-vNEBRASKA.'S FEARLESSFIAID:',Z-ZZ. i.i."-,,..t.t ..-e, 77;.>.."'-...... :?.1i414;41-:14944-' . :..: ...4;-..:2....----,:.:...... :-..:, ..,fsi-..::;:: ...... -.ii- 1- -rtif:. 4, 7 -)?.;",-,,,?-... . .'"'. - --/8.-Pbsv-->h---',.. ,./...1,-:.;..://, ,17.1:.--; ?...-' . ....:-; 171; (An Incident of thaterribleblizzard throughout the Northwestin Jannary,ASSS: . ---...,. - -,,...-,,,:. ----"- !--";.:_-.!-,.,-..," !-.:',.-7:'- ;_z_-;,'"V:kr,-,1,1:-.1,4, -;,- ',1...i:,-:-:447.,-i,.:-..,-i, '"'.t"-;:ki.,,..-7-..."7- ,!..ifif'!---.:;.. :: . T..7-01..#1,. '. '--1.--; ...A... -- . '-7.:"'"A-A-If.' anci, .)11:.zz:,:::-..,- Wm. ' ..;:x."'''''.::,- '' .' y...... !` '. t-C".11't . . :;r;-4- 'i' > ... - , . *--.. 7.;-,..i.,,, ';e*,- - . s.; va A -:>>.. :.'.;% 4, _ '.' .1 A r. -> V 411'. . fr-r-lir... 12 If- . . 17.31--- 114M6 If .. rot.. il' - ,-,:. -r--tie schoot-house stood., ..: a- lone, I:p- on -_ a pint - mebare -,.-..-4,,Antr '..1 /0:I.'''. , A. .Itt - ...t ..1617. _;); swift -,'-ly =me ! the.- snow-,-.,,..?,'- All s W i fter .,'4'. came;- the-`ing; noise, - As *iir-ITIk4;i. >it wait >.--_,Ing.-_, shiv -1ripg :"-by.- .-,thetire, :.. A_ -.>.-mo- -.merit.. of 1._-.,: stts:penser, \near," c iThgn, . - , - - fors r.,.%_:.; -tJae-' path; 7.-was- lost, 0 Godwhat dread.- ed -"- fate ! .: --. --.-. ilt t ' Th-e4--::: sow7irew-deep. ' .,- -:. teach.t;,:ks". task---4:-wasr:,--x'., 'no.-.. ..- bly-,.done, 'May.-last- - ing be:: her 3, f-".,1Tbe .:. - 1". . _ .. -- -, ii -.. '.. --..-:vc,..L. . ,rd..-...,:.,, . _ > ;yirt-4, ':- !: ---- '- -:-...-?* - I X- c ..÷..a:. ---4-.. r-- di . . 0 j±-....--7- . . . ---) --- I . _,.....- ...- -. - a r ...e. -56. : :- --IP ' -. s.- :....' t. :, ----7:- zi.t..---,--. ..-.:.-1-.2.1:: --_-7.-e-,-: ?it-A.-6 -- - -0-i 14E. ,-,. - - , ...1r-.4. N.. . -,-. , z--..r . Cr. ':e..- f 11.-.. .. ,-x it -'-.>. - "IN--, ' -- , "----..- '"_-..: ".4...-,:-i.e: .. - :..I.." --,-- ..,, ; - , 0 , F...r1Cle -_. , r -.0---.0 -.. el.---"' ±----- O.--.0 V-

. - . A -"..7 . - _ . , -7 x-; 47.fr. , .....%.,_, ,- ,----T S ll . , .. _,, "--0---- '------.-1" , -dp.- 0- dp---0--- ,- . , 4 -:-.-----ir- aft.. gr'-:-.7 I ihir- teen.. lit - tie children came, One win - ter morn -ing lair ; Butaw - Cul storm-cloud, zud-den-ly 0b-- ., zirl gathered them a.bout', And Ina den from the laud.seape then They knew notwhere to go; The brave - , ..... O... with a -crash the house gave wayi,nd theyhad no, :,de-fetme;Thenfor-4_11 in - to the blinding storm, She. mee ran out Come wil come on!- Cheer up 'tisnottoo late," A steps more the house is gained, The night,We ,crin4t1 a-moo; the glorious deetls,.Sha.11 live hercher7ish'd name;Inma - ny homes twat aw-ful :... -, : -_ 1 : : ...'

1 -.7. -3--A5 -4 45 ...-. r_:-,, 41 !....-A jp-- c..I . SA C' "II. - --4- -.5- . -.--4 ! r f : : ,:',. '1. I 1 , _., _.. . i..)- ...___ ...- , . -- - Ard -AA

C4, I SA4A+ h vINCF.NT pYr,tA. Y . - - s.-*A--- .4- . . 7 1.- -

a - 4 . I . , . . --T -V N - __, ----?ft-6--0-. 10--I- f IF .. . \--IN ; -71-111- .14 1,-.---3.-40 --7- . ...s.t- . t- ---7-11P - I - -. I . _ - ;" filled each lit -tlellieart,.. And-tears came in 'the eye. -.) scored, the sun and, sky, Andter - ror ,. - . , cord, -.-41. bandof un -ion made.r.-; aid,- .Theaquick as thought from sim-ole prayed to God for by word and sbout....) lead theta brave-1i out, ,.. One ..,'car - ried in : her gen- tie- arms, .1.11.cheered on that farm-housefloor4.... door, In grat - i -:tnde. they kneel in prayer,-rp-_-:, farm - or apes the fearless maid.-:- prayed,Andbless-ings asked for that brave - girl,.Ner_bras.-..ka's --.; ma - ny souls whip . ,-, 4.- __ WI' ,. - -.- -:-.-. - ,..- :-....-i..... ".. .. -",' - . 7...- -.7-..--'_:- --- I-4 .....? A __ e....- 7---72. ni._;,11,, ...,-. I° ifte.--,

-' . . - - . .:-...;.- -, , - -;z. .-. . -- . - .-. ,-' ... ,all '-' :, ,c r- 5; 37-

.. . .:)..4-::-$.:1;:: -'=",-.. .4i.::-"4:71.1.S.;";-:. 2.s.:54...11.11:1447111447,7277. .4' ... 74-'''.: fir, 7:-. 7". - 4: . -. .z.--i, ... -?r.... -Pt...4, 12:4 -,:r4 S 4'; - - e 757-_ ..3. -;. Z. - 14, - :a= -,-.... ---.i....-.1-,;,..7e:iir., _ , .. .. ::s.1., .. .. .f. _ . ,,,2 2 . . A CJI4jr,., , ., .. j r -...r. - --- AV. ...., 4. r'-..24.,.it...... 7,.--.2.. itkok :,:-...';".....or... m 776.2- n., 'N"-- .1. ,::"' "*::: -:::...1'..:".C.--:REFRAIN .: 7 _ :._ a'',- ;-- :.''' ... ''- '. V . , a ,..,;, -."'.....".5.-;... ''"I'Z' --'`-'rltr'. - the path.) . t --:(-- ..e-...tsp.: (To be sung, first as a Solo, then repented with all -- . - - . - -21-.;-= - .. Al '/1-74:1! ' f -t : . '. r'. 1 1 t1P-7-0 111- erl i . . :. , 1, 'CS 1 -- 4' ..,. - were saved" the " pluck - ylit-tlemaid," t-'. - Oh ',' thir - teen -

...s. _, T_i______., 4r---1 ----:-r----r-----Z; ALTO.'.--9%----- 4 iv-- anni--a-r . -. : , ...--.. at.ie.> . _ '--- -. -.- ' .-:e4' _ ' .2*--7..,----;'Ne.' :-..:;,.- 4 :. - .-, _ . id e- .1-- ... TFNOR.--iser I . , _:.: . ._. - '."-_,--..-.. --_ - . .,--._-.-..I.- :6,.._ -.. ,.- .: '..-the "pluck - ylit- - tiemaid " ..-..:. ------, T "Thir teenwere saved" :-t , - - , "7% 4______i '- i...--, .. -4 _a _[ . --4--- B \ e a 0- -;---a I I J tle - f were saved" = thepluck - y lit- " Thir - teen . ,.. ,- ---.$1.-J 1 1 -I 4,....f. , a -- a frC:al----- a a ...... e_____a a ai e. - . -

di a 'ta a o 3 4 `,.. 14c4S . ISO 71- , - Th 0/1(.4 wore Saved -I. :* : - It° BEST COPY, 5

at N. ; N ,--1...--ar Ne, ar IP....ip _,..;--, i dp it-- '' . 0_.____-_ 0_ w 10L. or I . 0' '."...7 IA y town and glade. Brave - ly in - to the storm, She Thwo flashed the joy - ous news o'ercit - en

N hT ..,...... ____N..J4..- -MAME AM --s. N -At ---Nt t ' N k r IF ir-t-- L .110-4-11.11 , II ar Id li-4 r . ten

N i--r 1-0 0 * -.1-11.-4LL a I . 1 '.41! - 4111-2 'F'r.-97---- .--411. IF Brave - ly iu- to the storm, She Tiiii:4 fla.shed the joy -ous news o'ercit-y town and glade, *4 '- er% -- ...... I t--- do-, --- ip-- 40-2... %1--..1 1-4.--1 N i IV 7 r-";---=-'- A 4-. ___0.---1, -----7.17-- .., :e --2- t :,---/. and glade. .,.. maid." . , er%

1 IN i i - yr .. 9 - ,.., r a ;. 4,11 4,. a - _ 41- -044. - 4. . 1,, , . . 411...... 44.421tii" ...- w.--.- 411 .t.....,. i 'NI ' Vie t " m. ft '11 1

Ilithfertarr a "11 a little slateer. el\ 1- ,., wr s \--7-7:1-. --N--,_.---- 0.!. .... I --- .r.. , "s i .4- ilt 10---7.-----, is. 1 _ -Z.-- ___ ,,i_____.(, .., ' y her - o - ine. .. led the brave thirteen, God bless the fear-less maid, Ne - bras - ka's ers

_..... _,N. 370-- _ ...r_ _ do_.± It-. o. w---- if s ______Nxs...___. ..,....__ ot a--- a -_, -_,__.---4 ,..... ----?.., 0_, .1.---1.--t.....fl--..--: ip /Ts +a4r?-7u-w-40...,_...... ,_,....., lltO H A-7 A - 7 Ii,CA ;_---'..)...2.1 ,.,. bras - ka's her - o - ine. ledthe brave thirteen, CT'oci bless the fear-less maid, Ne 111_1,__Ilt.-0__L--111I ..___,,,,___-..,. ,,._ N od..... A -Th 4,,-.--.____:[ A A v_-7---:-- 0 di-7-40-1=--Ir . L

'IN I --_-i 1 i .., io ...... " 4 .1 40P

.-r 2---," -, .4 t --J k---- ) i _ ------71 -.1-:- ---- 111' .. V. Moteddit, Mus.c Typoraphat, 296 Oarbom St.,Chcalp. Thirtten Am Saved - 1..4

BEST COPY AVALLA 30

"Faith, Hope and Love"

Ch. H. Rinck

McLaughlin, J.M., and Gilchrist, W.W., The New EducationalMusic Course

(Teachers' Edition). Boston: Ginn & Company, 1904, p. 86.

Text

The text of this song is formulated in the traditionalhymn for worship style, replete with words such as "thee""thou" and "thy." Each of the three brief verses is very symmetrically arranged,with an AAAA rhyming scheme. Each verse is a clarification of and elaboration onits inital word (faith, hope, and charity). The text is a strong expression of some of the most basic of Christian tenets. (Many hymns and chorales are found in song books up to the turn ofthe century. Their quantity tends to fall off after that.)

Music

The musical form is that of a simple but sturdychorale. As such it serves to reflect the basic tenets of the text,and the essential lifestyle of the frontier and the people who helped America grow.The simplicity and sturdiness is reinforced in the melody whichis comprised offour two-bar phrases,each having the same rhythmic scheme(six quarter notes and a half note) and eachconcluding with a descending

cadence. Such repetition adds to the simple, straight forwardand study

effect of "truth."

Functions

Communication: The song tends to illuminate the basic meaningsof

faith, hope, and charity, and as such serves a didacticfunc-

tion. There is ample research evidence that facts and im-

pressions set to congruent music tend to beremembered more

effectively than verbal communication alone. 31

Emotional expression: While information is imparted feelings are

influenced as well ("deep darkness," "dark dangers," and "hold

us long").

Symbolic representation: symbolic phrases such as "burning

bright," "life's fleeting race," and "our anchor strong" are

effectively reinforced in the musical setting. This is espec-

ially true of the strong anchor symbol.

Validation of social institution and religious rituals: The tradi-

tional choral style of the music and the religious connota-

tions of the text serve this function admirably.

Contribution to the continuity and stability of culture:Tenets of

the common Christian ethic were basic to American culture and

the "melting pot" processing of immigrants.

Aesthetic Enjoyment: Both music and words provide asimple but

strong andsomewhat feelingful formal statementone which

could be appreciated by anyone on the classical to mildly

romantic part of the aesthetic values continuum.

Note: In the film this piece could function as background for a court-

ing scene involving attendant.e of church services--in early days

the only allowable occasions for dates according to some community

rules. ...brorIINAMMG/.9 4

NEW EDUCATIONALMUSIC COURSE FAITH, HOPE AND LOVE Suggested 'Iv ti! CH H RINCK German of ',11,1 it N R D . Inait/tle Ws:in/1'10 ______, -- rt----1 0a 94 14 21 ...._ ' ____ _. __ __ t r 4 1- I. Faith I thou art ourguid ing light. 'Mid deep dark-ness z. Hope ' thou art ouran - chor strong, \t'hen darkdangers Present here.in 3Lose ' thou art God's smiling face,

; l -4 --I ...:-.-1 , -.. t- p il-__,____, ....1.-..._____,____... 1 -. .i. ... ----, 4-401----10144------t 411---. -44 -4 ---4, -..-4.49 _-- iip ______E._ __-____L__, _____ ,---0--- 4,--- ,-- -41- -4.4------m I , ,up , JIG-...... , I . ..., '' 7 -- I 6 .._ 5------4 : .-_-± t i

sight. Burn -mg es, er. burn - ing bright. ofthe night Letus keep thee e'er in lv,holduslong, Midthe waves of oe and wrong. round Is throng Hold ussure While werunlife s fleet - mg race, evry place May weev -erown the grace. =T_ 44_ w f .---tf jo. e9 -----4=±-2 ft -9-tz 7S 95 E

NEW YEAR'S DAYS C. S. CONANT C17.1.1A `IT NDISH Con sit trtto 0.____, 77: -0---4 0-- 0.--, -II 96 LI- 9 The New Year's dati s are,.vhite with snow,1 he Eachrush - ing scream iswarmly dressed.An

9 fit( 411L. _i_____I lit P - 0 --___,,.., , 4/ I -...--- --L--.1- H--- izi 4asso otarcalo)

-41 - - 0-4 L7 =t, the ponds and lake we glide.Ando'er the drift -mg winds are laugh logas they blow ; A cross its breast ;And on eachbranch of ev'rytree, Packed inas close as I ,-vcoat up on 00.9.1 411111MMII =NEM 7".47 1!-- IN7-11 .1; .1 - _ - 6 E - 41 7- ti4416 -41. lir 7.Y 41ift 744 4P. 1 33

"Death of Lincoln"

Words: Pauliaa, Melody: Scotch Tune

Blackman, 0., and Whittemore, E.E., Graded Singers: Book One.* Cincin- nati: The John Church Co., approximately 1873, p.67.

Text

The words employed in the text are of theold English type,or might still be found in some religious verses: thou, thee, thy, weal, woe, etc. This gives a hallowed flavor to the lyricswhich honor Lin- coln or the "nation's father, friend;""strong in word, and deed, and prayer," "whc didst God's chosen lead," and"hast the people freed."

The form of the text is classically symmetricaland simple. Each of the

three verseshas eight balanced phrases, with arhyming scheme of

AAABCCCB.

Music

The melody is as classically symmetrical asthe text: There are

three measures of half-quarter followed by a dotted half,and this

pattern repeats twice before thefourth varies to two measures of half-

quarter and two of dotted half. The second half of the melody Is iden-

tical to the first half described above. The form, in two phrase units,

is A,B,A (transposed), B. The ultimate unifying element is the simple

half-quarter rhythm which permeates the tune. No harmony is provided,

but the tune could easily be accommodated bysimple I,IV, V chords.

*For "Primary Schools and Juvenile Classes." 34

Functions

Emotional Expression: "We bend O'er they grave-sod;"Griefs that

darkly swell;" "the martyred dead;" etc.

Communication: The song tells the story of Lincoln's heroism and

death that all may share in its meaning.

Symbolic Representation: Word meanings aside, the structure of the

text and music,in theirclassical formality, symbolically

enshrine Lincoln in a classical setting not unlike that of the

Lincoln Memorial in Washington.

Enforcing Conformity to Social Norms: The song strongly promotes

the worth and importance of freedom.

Contribution to the Integration of Society:The song stresses the

fact that Lincoln freed people and "didn't God's chosen lead

thru 'a sea, ah! redindeed! Some Southern people still

resist the idea that the Union supporters were God's chosen,

and there is little doubt the song found more widespead favor

in the northern states than the Southern States. However, it

certainly functio,ld to integrate immigrants, many of whom

were escaping oppression in their homelands, into the American

valuesystem, enculturating them with history anda hero. Book I. 67 Book I. GRADED SINGERS.

DEATH OF LINCOLN. Scotch Ntlinttc Wrcity Pro tiA 9 apt- friend, Vear by ye ir`Ii 0011411: tiebend fa -they, friend, in-deed e, tnv hi rirt.tt, goWheth- I liii , lentTina a-ea, ' rcci '-hchoc-en - terday, toiningunheamt \\e a - nay. Like i oy rbou cadit 11 as, it. -to ten - delqtti, Each 3

blend Criefs 'ha', daft:y s tit4rave.5d, 'here to in), 1co?leteed, 1N, e bat, ht tit, r-Antic tt n tic THOU ho '13211 snationi ot peace was 4ralt,lndh. rhy-oelf on nature Wile?' the Ilwn `tVith 'rust de - bght-fui nil te. 717g _ .1) I

I itgh, et, ')\t E. tL rieeri,Ind pravv, tlitiet in. I it butt -,ittt'A Milt, ;Ht sctili of st-11 o Rt. a I nt tar sol,re. iot i li iii tit tilor,c4 1;ratari of too.

itt my "lime Ind vox .errte fag me v.,. arepri-ivtd ed with hn., , fare h' 4041 1101 :11,. cot11, Lincoln. fare .lict Oh, 'bon martvpd A SignOf In III _ointni:, 'line

MORN MC; PR \ISI\VE'l I. CROWN: 71-4( Ind iien t nit maks th +orris ing r tho .rit very mail do_ _ 7 --I- 't p,t'IA: 11g. 1'01 1',11 ottf telt \\ tih priticit. n- II the inn., 'A h. t m ittett.ti tr ow, ft- tic:nr. tileIn, n ttit!.. IS 2. With :VII1 e rio%

11fIrrk'N tit,l ry Sislekt ,t11 pr111, WV! II (I ..3N` .1ii hi ,It l0, n the morning. 110-kpf`113 the tight , With t tt t i Wel wi,f1, anti 2011411Cr 1-or 36

"For Absent Friends"

A. Mary A.B. Dobson

Ripley, F.H., and Tapper, T. Melodic Second Reader. New York: Ameri-

can Book Co., 1906, p. 128-129.

Text

Thetext is patterned in a clear and simple ABABCDCD rhyming

scheme. It expressed thefeeling of and probably is included here

particularly for the benefit and understanding of immigrant members of

the community. Paraphrase: As evening comes out thoughts go to loved

ones on other shores in distant lands. Though it is not totally a song

of worship and supplication to God, it is for the most part so. Para-

phrase: They pray for us so you may keep us strong and true in our new

land, as we pray for them. 0 glorious shepherd of thy sheep, watch over

us all with everlasting love until we arereunited in peac. Thus

two-thirds of the text would be totally appropriate in a church hymnal.

Such expressions, along with church hymns themselves, were common up to

the publication of this book. They gradually became less common during

the ensuing years.

Music

Formally the song isin two parts. After afour meausre intro-

duction, the first part, structured AB,is set in a minor mode. A two

measure-interlude and the second part, structured CC.,are set in the

relative major key. Harmonic interest is enlived uy several secondary

dominent and diminished seventh chords, as well as an occasional pedal-

paint. Rhythmically the tune moves at a moderate quarter and eight note

pace, with the predominant unifying pattern being two quarter notes, a

dotted quarter and an eighth note. The music is essentially in chorale

style, in keeping with the severent, hymn-like atmosphere of the text.

33 37

Functions

Emotional Expression: Love, longing andsupplication are the

themes. Aesthetic Enjoyment: The text is poetic andthe

music has some feelingful reinforcements for it--inaddition

to some interesting formal and harmonic nuances.

Communication: The text communicates feelings for loved onesand

progress to God.

Conformity to social norms, and Validation of ReligiousRituals are

functionswhich are operative inasmuchas,even when being

integrated into a new society,:t is proper to remember and

pray for your parents andfriends who have been left behind- -

and the hymn-like setting of both the text andchorale help to

validate the religious aspect of such behavior.

Contribution to continuity, stability and integrationof the soci-

etyare served forthe same reasons. The stabilizating-

integration function is effective because the songprovides an

acceptableoutletand catharsis for the loneliness and/or

longing which were shared by many in the urban immigrant as

well as the rural frontier communities.

(13 129 FOR ABSENT FRIENDS. aWile louder. A MAR% A R DolisoN # .Softly. r I° I-- ipr_ r_-_- r OnOh -el'Shute.ii,the - twit Imitis.viheit, t)glo-iimis Shp -held ofThy sheep:11%0st:

1 The 1 1 2. And' CJ __, II i I al I 1 e . f I * I° _ f 7. .L: :_-_:- Li i _1 I 1 11 Ni1 -i I--1 r r- 1 !. -I I I J.1 itt/2-1 nif r`l it 7 ,, rt. 14 5 1 I , .1:: I r 1 f-___E__ I r_r_-_fif I N I I .rrrit_._ , - _I 4 r w-t .-1 rF

______-tor I __ -41 { a r_ -I- 1- il; 1 1% --] N I - ii i lilt lip O 0 0 oth el seas tolldeep and bhie,They,maytug, tl.ly Thy iljv But ten del love van no' et , By nightand bed on 1411, do-toilbas rl, .1 liet*i - light math-, the (loin of dem- 1)-lot f1a-cio,:,the Ise.; ,0 i 1 tot L.)), 1 old, flio. . Mr no,ild pi ky i I I .., 1 b le I __ it I .41 0 4---- r 4 L. . _.i I it I t` 11 ii 4.I I 0 r-- ; . ,.; r sites 17 i= _1 I- 1 all ' 1 r t . F 0I I a r r 1 , 0 ir r ,:i 1 i e 0is i; IP. itr) ThaI Thin' mays)keep its 51 14,11; and (life , a t+ .O Ito Iy baulk, fat dpi IhoiSpr, 111;; y1 , 'I Iy lovet1 one., meet et length in peave 14-11 to Thee 1 ig It keep, tinill ue COM /Oilllteni ;titt thy t ot d 'I hat 1641,141th os, may tw~t I 1 I 1 -1 0 0 -i I J, 1 ,-, 1_ ,.-, _II ) 1 f _ I di ai If * e g 6. I r I) 6/ s g t; .t-- r e q t)

, t I 1:t1 4J r. 411 1 1 r is : .- II el' a 0 I r ,...... c... t ea 1 rr 1 r 1 F S,orldRd Mth S..uiJ 114 A.) r 1 ft, & BEST COPYAVAILABLE 39

"Fatherland"

Franz Abt.

Blackman, 0.,and Whittemore, E.E.Graded Singers: Book Four.* Cin- cinnati: John Church & Co., 1873, p. 47.

Text

The text tells of noble pride in the homeland, and also that "'Tis from noble deeds of duty that a nation's blessing comes," so let us keep our vows of patriotism in time when saftey fades and sorrow looms. "all our success comes from Heaven....Let thine arm shield from harm, Lord, ourOftherland." The atmosphere is that of a hymn of praise, resolution to duty, and supplication to God. The "thee's" and "thy's" rein-

force the religious feeling, and apparently at this time in America's history, there was no problem in publishing and using song texts which unitedfeelingsof God and country in a very spiritual manner. The

rhyming scheme is a well-balanced and straight forward AABCBCDD(DD).

Music

The musical setting is ina hymn-chorale style which serves to enhance the reverent atmosphere of the text. The four part harmony is quite basic within the chorale tradition, and replete with many moving voices, not unlike the Bach chorale style. The melodic format is essen-

tially ABBCC,and theunifying, recurring rhythmicfigure is dotted quarter note, eighth note,- half note (or quarter note-quarter rest or note in place of the half note).

*For "High Schools, Conventions, Choirs and All Classes and Choruses of

Male and Female Voices Combined."

3 40

Functions

Emotional Expression: Patriotism and praise for the homeland are

intermingled with pleas of supplication to God for its preserva-

tion.

Aesthetic Enjoyment: Repetitive factors in the text and setting

along with moving voices in the harmonization are probably the

most functional aesthetic aspects for most hearers.

Communi-:ation: The song communicates ideas and feelings of patriot-

ism and prayer.

Conformity to Social Norms: The soag reminds people of duties to

the fatherland, as well as the pride and joys which spring

from loya'ay to it.

Validations of Social Institutions and Religious Rituals are served

ty the formal, reverent and generally appealing text and music

of the song.

Continuitystability and integration of the society are all served

as everyone's benefits and duties are extolled. GRADED SINGERS.Book IV. 47

FATHERLAND, Flt..t Aør

___0 do- Key of F, ....7,:co__-*:_o_.._ N_____. _-l-or- olo-- p- dr----e--- or-- . --. -,-- F-51-41-t-o- :-.-." 1-1- -6 ° -. 7 .----t" ,AC.= r- or-t- i .4 i (.; id , 114,1t tot mid ' V hen our lips thy irime ire naming, Loud the praiceful 1 i- -And 'ri,htriaml '1,:.e,t ii,

i...j _:,.- --f 4-1"'" -...... ,,,T -...s.- A 4T- F- --..4 77-"--T "f"-Ir-ri 0-- %.- -1-- V . : - -- r-41 a- v. -.- -fp -fp - ip, p-r r -il -. 2raIerlind! Fatherland' Re.i,t in Ciod , r.ght haw(' T:s on path; of peaceful beauty That a peoples

! r -.... ,;__,____.-; or-, ...... -______f- _-.1___.'"2-__--_--,_t_a-_-7-.:-_!_-: ,___t ,___.., ,_,____. 1______,_ _-_.....e___,______, or-ar------"..--.--"*-' *... . f-

3 Fa. ner,ard ' I ' Rest in ( ioil sight,liand in jos I'd moment. sisen, Let us keep hen -f dp-- 9 0- i0

verse. 0-2.7,--V_ K 0=.1_ 41- - 4 i 0--

ac2 It', StunVi .1e:1 our :warts th are claiming, Warm nth noble pimle the% 41.,wI et .mine arm

ALCa L , -1F-Iif -# NO, from,io'ile deco!.rf du-:v Phut imon's mlessing comei. Let thine arm

10 ys- 4 I- - -,- .00 -4 :ott;Ail our .rorri Heat en, Thine, dear each Fs-allot ow Let thine arm

s. t ;f j=4r- 0"-- t dp 0-

Tilotlf i-r- if ..-.-g.-1 0.-- .. 1 -r* 1 ,..2--..--471 I _LI- 11---e------...- 4- e 1.. to -.}..i-±,e) 1, un ...rm, I. -ird, our Iatheriand ' Let thine a.ru ,hteld from harm I. rd, our Fatherland '. '? g::=._- .., :-- i.-- ..--1----,, i------.., )"---4,- ,V8,-- -I 4111 r*- ar- -o-----2--r- Si,:Liti;'on Ill:ni, Lord, our r.itherland ' Let thine arm Shield from harm, Lot,* , our Fatheriaml

.__._...... -A.,___ 0_4_1,2'd-r- .-----.- 0-* 0--, 4, I0-7,-_,L_0=-4.....79-==-11 . ....,- '-r- )11.eid from harm, Lord, our Fatheriarm ' Let thine arm Shield from harm, Lord, un- Fatherland: ... -,--o,--.,_ awmoome ....miroor-or alM=3

4 A Li BEST COPY AVAILABLE 42

SELECTED BIBLIOGRAPHY

Allen, C.G., and Seward, T.F., The Vineyard of Song. Chicago: Biglow & Ma'', 1875.

Barber, M.A., The Schoolhouse at Prairie View. Lawrence: University of Kansas Press, 1953.

Barry, Louise M. "KansasBefore 1854: A Revised Annals,Part 1." Kansas Historical Quarterly 33 (Autumn 1967) pp. 330-335.

Birge, E.B., History of Public School Music in the United States. Bryn Mawr Pennsylvania: Oliver Ditson Company, 1928.

Blackman, 0., Graded Songs for Day Schools. New York: the John Church Company, 1897.

Blackman, and Whittemore, E.E., Graded Singers Book One. Cincin- aati, Ohio: The John Church Co., Approximately 1873.

Blackman, 0., and Whittemore,-E.E., Graded Singers. Book Two. Cincin- nati, Ohio: The John Church Co., 1873.

Blackman, 0., and Whittemore, E.E., Graded Singers. Book Three. Cincin- aati, Ohio: The John Church Co., 1873.

Blackman, 0., and Whittemore, E.E., Graded Singers. Book Four. Cincin- nati, Ohio: The John Church Co., 1873.

Bliss, Islely, and Richards, W.M., The Story of Kansas. Topeka: The State of Kansas, 1953 (see page 181). 1873.

Bourne, E., Womenin Levis'. Tucson: University of Arizona Press, 1967.

Britton, A.P., "Music in Early American Public EduCation: A Historical Critique," in Basic Concepts in Music Education, Part 1,the 57th Yearbookof the NSSE, ed. Nelson B. Henry, Chicago: NSSE, 1958.

Brown, C., "MusicalInstruction in Schools" The Kansas EducationJour- nal,Vol.6, Oct.1869, p.137, (KSTA minutes, September 9,1869).

Cockrell,M.,The Revolt of Sarah Perkins, New York, David McKay,1965.

Damrosch,F.,Popular Method of Sight - Singing. New York: G. Schirmer, 1894.

Driesbach, C. "Rudiments of Vocal Music"The Kansas Education Journal, Vol 6, Oct. 1869, p.137, (KSTA minutes, September 8, 1869).

Ewart, John L., "MusicEducation inMennonite Academies." Masters thesis, Kansas State Teachers College, Emporia,1951 (now Emporia State University). 'It/4 Freeman,R.S., Yesterday's Schools; a Looking Glassfor Teachers of Today. Watkins Glenn, N.Y., CenturyHouse, 1962.

Gary,Charles L.,Vignettes of MusicEducation History. Washington, D.C.: MENC, 1964.

Hayden, A.S., The Sacred Melodeon. Cincinnati: Moore, Wilstack, Keys, and Co., 1856.

Hitchcock, H.Wiley, Music in the United States: A Historical Intro- duction. Englewood Cliffs, New Jersey: Prentice - Hall, Inc. 1969.

Kansas State Department of Public Instruction, Report of the Superin- tendent, Topeka: 1894, page 166.

Lowens, Irving, Music and Musicians in Early America. New York: W.W. Norton and Company, Inc. 19F4.

Lutes,D. J., County Schoolma'am, Boston: Little, Brown & Co.1941.

McLaughlin, J.M., and Gilchrest, W.W., The New Educational Music Course. Boston:, Ginn & Company, 1904.

Mechem,Kirche,"Home on the Range." Kansas Historical Quarterly 17 (November 1949): 313-339.

Merriam, A.P., The Anthropology of Music. Northwestern University Press, 1964.

Oursler, Robert D., "A History of Public School Music in Kansas." Masters Thesis, Northwestern University, 1954.

Palmer, Harold G., Instrumental Music in Western Kansas Public Schools. Topeka, Kansas: The State Printer, 1951.

Reinbach, Edna,Music and Musicians in Kansas. Topeka, Kansas: The State of Kansas, 1930.

Ripley, F.H., and Tappet, T., Melodic Second Reader. New York: American Book Company, 1906.

Root, G.F., The Forest Choir. Chicago: Root and Cady, 1867.

Root, G.F., The Silver Lute. Chicago: Root and Cady, 1862.

Schatzmann, I.E.,The Country SchoolatHome and Abroad. Chicago, Ill., The University of Chicago Press,1942.

Tellstrom, A. Theodore, Music in AmericanEducation. New York: Holt, Rinehart and Winston, Inc., 1971.

Vincent, Leopold, Ed. The Alliance and Labor Songster. Indianapolis, Indiana: Vincent Bros. Publishing Co., 1891.

Vincent, Wm., Song of the Grear Blizzard 1888: "Thirteen Were Saved," or "Nebraska's Fearless Mind." (Sheet Music)Chicago, Lyon & Healy, 1888. 4 7 44

Relevant Interviews

Berg, Emma, R.R., Lawrence, Kansas, October, 1980, and February, 1981.

Carrtar, Edna, Winfield, Kansas, February, 1981.

Mansfield, Philip, Lawrence, Kansas, January, 1981.

Peters, Velma, Lawrence, Kansas, ,February, 1981.

Written Communication

Birkinshaw, Scott, Ogden, Utah, October, 1;980.

Dodds, Joanne, Pueblo, Colorado, October, 1980.

Gilliford, Andrew, Silt, Colorado, December, 1980.

Preuit, Ruby, Wheatland, Wyoming, November, 1980. PartIII

AN ANALYSIS OF THE VALUES EXPRESSED IN AN 1873

MUSIC EDUCATION SONG TEXTBOOK

(A Country School Legacy: Humanities on the Frontier Project)

Paul A. Haack

Introduction

As the title implies, this country school_legacy special research project was concerned with an analysis of the song text material found in Part I of

Graded Singers, Book I, for Primary Schools and Juvenile Classes, by 0. Blackman and E.E. Whittemore (Cincinnati, C 'o: The John Church Company, 1873). The 55 songs which constitute Part I of this text were intended. for use in the first three grades of the elementary school. Several rote learning songs constitute

Part II of the text and contain similar textual content in terms of the values expressed. This text along with its companion volumes for the higher grades, Books II, III and IV, may be found in the "Kansas Historical

Collection in Music Education" of the Department of Art and Music Education and Music Therapy, Bailey Hall, The Univerisity of Kansas, Lawrence.

In the preliminary analysis it was found that the song texts under study could generally be categorized according to six topics or "key word factors," each of which appeared in at least ten of the fifty-five songs. These word factors were:

lor -- including references to the enjoyment of life and nature, and ex-

pressing positive attitudes toward the beauties of life and the

natural environment;

kindness and love--including references to kin, teachers, classmates,

animals, and nature; 2

nature--including'references to animals and the environment, particularly

birds, flowers, seasons and especially the spring season, brooks,

hills, fields, and woods;

religion--including references to God, prayer, thanksgiving, supplication,

and reverence;

school--including references to learning, study, and teachers;

work and diligence' -- including references to concerted efforts, persistence,

and accomplishment.

The body of the report will be comprised of a succinct analytical statement 4 concerning each of the fifty-five song texts. Each statement will conclude with the initial letters of whichever key word factors seem to apply.The summary and conclusions section will summarize the quantitativeinformation concerning the key word categories and offer any general conclusions which may appropriately be drawn from the analysis.

The Song Text Analysis

(Numbers refer to the songs as they are numbered in the appendix.)

1. "Goodnight" addresses the pleasures of both work and play as they are intermingled in the school day. Respect for the teacher is shown in the phrase "teacher dear." (JSW)

2. "The Star" expresses the greatness of nature via the beauty of the stars as well as their usefulness in guiding travelers. (N)

3. "Bells" tells us that Sabbath bells announce the love of God and thus are very important. And, for the youth seeking truth, school bells are the key. (RS)

4. "Be Gentle to the Dumb Ones" refers to animals and encourages children to be patient and kind. Do not beat your beasts. To strike is wrong. More is accomplished by love than fear. (KN)

5. "The Creator"God created everything we can perceive--the entire beautiful environment. (NR)

6. "Heavenly Father" is in essence a prayer for help in being kind, kind and true to all at home and school, and for help to mind "the goldenrule." (ARS) 50 3

7. "Morning Song" is actually a morning prayer which asks for help through the day in study and play, and again, help "to be always kind andtrue." (KRS)

8. "Good-Night" is a goodbye song to classmates and "teacher dear," which also entreats God to watch over us all in our sleep. (KRS)

9. "Softly Now" is an evening prayer and a simple plea to gain heaven when life is done. (R)

10. "Little Things" conveys the idea that little things like flowers, bees, and grains of wheat may be small, but they are valuable. He who scorns little things, scorns himself. (KN)

11. "The Busy Bee" emphasizes the goodness and the rewards of keeping busy. (JW)

12. "Little Birdie" extolls the beauty of birds and offspring and the related processes of nature. (N)

13. "Do You Hear the Music Ringing?" stresses the joy of singing, especially in the "school room bright." (JS)

14. "Little Wonders" again stresses the theme that little things are important. Everything that lives, every raindrop that falls, every deed that' done adds up to fill the world with treasures. The value of nature ands -good

deeds is stressed. (JNW) of

15. "The Canary" hps to do with taking good care of pets, in this case a pet bird whose song reminds the child of all the natural beauties God has made. (KNR)

16. "Peewee" speaks to the beauty of even the smallest bird's song and again the beauties of nature and nature's creatures are extolled. (N)

17. "Vacation Day" encourages children to enjoy the forests and the flowers and to value nature. (JN)

18. "Fairy Land" is a night song which stresses the value of loyal friends, with the implication that it is better to have a few loyal friends than many casual ones. (K)

19. "Clouds" again extolls the beauty of nature as found in tly^ myriad cloud types and shapes which pass above. (N)

20. "Morning Song" is in effect a morning prayer set to music. Thanks are given for safety through the night and for the pleasant life which not all people share. "Help my weakness...keep me all the day." (R)

21. "Kindness" stresses that it is good to be kind to parents, siblings, classmates, and teachers. Kindness is a good act. (K)

22. "The Butterfly" as with earlier songs about birds, extolls the beauty of butterflies in their natural environment.Also expressed is the hope for their preservation--an early expression of environmental concern. (N) 4

23. "Don't Give Up" instructs us that we should not cry if we do not win. We must learn from defeat to gain victory, and that is the true test. We can learn from nature, from young birds attempting to fly, and so on. "Try, try again." (NW)

24. "The Spring" tells us of the natural beauties of spring, the flowers, birds, brooks, breezes, green hills and fields. (JN)

25. "Good-Night" expresses kind wishes for a good-night and a pleasant day. It is a simple and clear expression of kindness and good will toward others. (K)

26. "Once in Spring" tells of the beautiful birth and life of a flower. The loveliness of spring and nature in general is conveyed. (N)

27. "I Hear the Bell" tells how lovely it is to hear and obey the school bell's call. Let us hurry to respond and take advantage of the privilege of studying "while we may." (JS)

28. "The Brooklet" stresses the beauty of the brook in its natural setting, and personifies its happiness in its environment. (JN)

29. "The Robin's Song" points out that the robin sings his prayer to God from the treetop. The singing child observes how close the bird is to the heavens; but the mother responds that we are just as near and heard just as well. (NR)

30. "Sowing" is an allegory which szys we are sowing seeds of love or hate, kindness or discord with our every action. Are we bringing forth golden grain or bitter pain? (NR)

31. "See the Blessed Rain" compares rain to diamonds. Rain is the richest gift of heaven for the green fields and the smoky towns. Note that smoky towns are mentioned in a positive value sense, because at that time signs of industry and manufacturing indicated jobs and progress; whereas now smoke has a negative connotation associated with pollution of the natural environment. (N)

32. "Who Loves Me Best?" asks the question is it mother, father, sister? No, God loves me more than all of these kind people. (KR)

33. "Learn a Little Everyday" is another allegory involving nature. Little rivers grow to the ocean, and we should learn a little everyday and grow like the rivers. (NSW)

34. "Be Kind to One Another" instructs children to be kind to all whom they meet. Treat everyone as a brother: friends, schoolmates, teachers, everyone great and small. (KS)

35. "Ceased is the Tumult" describes the natural beauty of a sunset. (N)

36. "Merrily" stresses the joys of romping through the hills and woods of the natural environment. (JN) 5

37. "The Blue-Bird" relates how the birds and flowers of spring come tolife and extolls the beauties of nature in springtime. (N)

38. "Solfeggi, With Words" is basically an exercise, but does incidentally refer to "teachers, so dear." (S)

39. "I Thank Thee" is a prayer of thanks for parents, friends, teachers, schoolmates, morning light and evening calm--for people and nature. (NRS)

40. "Robin Red-Breast" encourages the robin to find its nest because the cold winter is coming. It expresses an awareness of nature and a concern for nature's creatures. (KN)

41. "Heavenly Father" is a prayer for help always to do what is right. (R)

42. "Little Streams" again stresses the beauty of nature, particularly in the environment of the stream with its birds, flowers, and associated life forms. (N)

43. "Bite Bigger, Billy" dramatizes the beauty of selfless sharing and generos- ity. (K)

44. "The Temperance Song" is set in the form of a conversation with arobin. The robin sings "Tee-to-tal" and reminds the listener that, when it comes to drinking, cold water is best. Temperance is best. (NR)

45. "There's a Bright Side" stresses that kindness and trust brighten the world regardless of whether it is day or night. (KS)

46. "The Brooklet" again speaks to the beauty of nature via a descriptionof a brook and its surrounding life. The brook and nearby birds, bees, and flowers are observed as a little girl passes. (JN)

47. "Apples For Sale" has the boys it the class singing the salesman's part while the girls sing the cook's part. This is sex-role enculturation according to 19th century values. (W)

48. "Up with the Lark" encourages children to start the busy day early and uses references to animals and nature to make its point: up with the lark, robin, dove, lamb, sun, hills, and rills. (NW)

49. "Away, Away" makes the point that books are not the only way to learn- - communing with nature is also valuable. (NS)

50. "Words of Welcome" extolls the virtues of school and learning. Welcome "to our nice, pleascnt schoolroom, and teachers so dear." We wish to show how hard we've worked and how much we've learned. Our lessons "make us submissive, and gentle, and kind, as well asenlighten and strengthen the mind."Learning is more precious than gold; we strive for virtue, honor, and love, and to lay up treasures in mansions above. (KRSW)

51. "Our Father" is a prayer to God the Father who shows himself in the glories of nature. (NR)

C') 1_1,4 6

52. "Come to My Home" is addressed to a pretty songbird. The singer offers to feed the bird but then realizes that this is not necessarybecause God watches over all his creatures. (NR)

53. "Death of Lincoln" is a farewell and a heroes eulogy. "Thou who did'st God's chosen lead Thro' a sea, all! red indeed!" The values stressed here are that Lincoln was strong in word, deed, and prayer;willing to do and dare. (KRW)

54. "With Praise We Will Crown the Morning" states that with praise to God and with toil--good hard work--we will "crown the morning." This is a morning prayer and a resolve to the ethic of hard work.1JRW)

55. "What We Love" expounds on the beauties of nature's seasons. In the Spritig verse brooks and flowers are mentioned. In the summer verse, streams, birds, and new-mown hay are mentioned. In the autumn verse, fields of grain, fruit and trees are mentioned and in the winter verse, ice, snow, cold and sledding are mentioned. We love all the seasons--all nature. (JN)

Summary and Conclusions

The key word factors hypothesized for use in the forgoing analysis seem

highly appropriate for describing the essential qubject matter of the song

texts. From the quantitative standpoint it\is judged that the joy factor,

which included references to the enjoyment of life and nature as well as

indications of positive attitudes towards the beauties of life in the natural

environment, was present in at least twelve of the fifty-five songsanalyzed.

The kindness and love factor, which included reference to kin, teachers,

classmates, animals, and nature in general, was evident in at least sixteenof

the songs. The nature factor, which included references to animals and the

natural environment (birds, flowers, seasons, brooks, hills, fields, woods and

clouds), was evident in at least thirty-two songs. The religion factor,

including references to God, prayer, thanksgiving, petition, and reverence,

was evident in at least nineteen of the songs. The school factor, including

references to learning, study, and teachers, was evident in at leastfourteen

of the songs. And finally, the work and diligence factor, which included references to cor^cientious effort, persistence, and accomplishment, was evident in at leas, _n of the songs. While each of the factors was suffi- ciently represented to be determined a major factor, the nature factor gained significant prominencJ with its thirty-two references. All of the others ranged between ten and twenty and were obviously of major importance as concerns the attitudes, ethics, morals, and values of late 19th century

America, at least as these were expressed in the primary song text literature which was analyzed in this study.

In conclusion, and based on the analysis undertaken, it seems safe to say that scngs were quite consistently employed for didactic purposes, that is, for purnoss of inculcating and enculturating students with the dominant attitudes, ethics, morals and values of the time. Furthermore, these values seem to cen,er on at least six factors which in this study have been defined in terms of joy or enjoyment, kindness and love, nature, religion, school, and work and di' .gence. Given ±11-2 conclusions it may be fair to speculate that song materials such as those analyzed in this study seem to be the musical equivalents of the famed McGuffey readers, particularly when one considers the contents of the song texts. Finally, it may be noted that the song melodies

themselves i. .t generally of a simple, pleasant and forthright style, consist- ing of simple rhythms and essentially scale-wise or bavic chord-wise move- m_nts. Thus the musical (jollities are not only appropriate to the,age level and teaching objectiv for which the text is intended, but they also rein- force and enhance the simple, basic values expressed in the texts of the songs. T

APPENDIX

Contents of Selected School Music Books

Employed in Country Schools During

The Nineteenth and Early Twentieth Centuries t.

THE EVilLerthEllISIMILCODECOIV

CONTAINING (MUTLamm orTUN UM APPROVED CHURCHMUSIC,

SELECTED dIIIEFLY FROM THEOLD STANDARD AUTHORS.

Witt) 3lionti (Original Compooitiono. ON A NEW SYSTEM OFNOTATION. 4au , V DESIGNED FOR THE USE OF CHURCHES,SINGING SOCIETIES, AND ACADEMIES. BY A. S. HAYDEN.

CINCINNATI: a H0911,E, WILSTACH, KEYS, k 00. 1868.

a, 301 ALPIIA nun CAL INDEX. 171Memorial 188Pilgrim's Beat. $38Sentence 262 40Campbell's Re plight 137flospel'n umpet 189Joshua A :1 °nick .... Merrick 161 PlIgnWIFare- 16160 quest 220Destruction of Oration. 94Jubilee 299 A Home in ilea- Middletown 146 well .... 238 OI Canaan 63 Sennacherib 216Greenfield 126Judgment 97 74Pilgrim's Shields8h8ehreieurtgdusrn 149 Canaan 2d Devonshire 210Greenwich 62Judgment Anth. 278Milbourn Port All is well ... 245 Millennial glory 234 pose '313Silver Street 117 Canaan's Land60Devotion 25 All balms New 60 Minerva 176Pisgah .....1 77Solicitude 200 .mairla 37Cdpnve's Bong 231Devotion, 24 47Hall the bl. Morn 216Kingsbridge 46 Hail theblest Kingston 167Montague 44Pleasant Hulk 80Song of Deliv- V Amboy .... :18Carmarthen. .,136Devotion, 3d 264 Mem 2d..... 216Kingwood 130Atinigoniery 08Poland ' 82 craace America, s. 119Cal met 287Duane Ho 244 Portsmouth 138S n nn t. ... 622 206 69 98Kirby 129Mortals Awake 85 A metle4.r. 166Celesta Porthsad *dowels,. Balm 2203, 13tCeylon 176East Needham 66ilempshirs 70Knaresborough 69Martyrs Song 301 Amity Happy Laud 261 Modlton 158Praise iyt Stafford , 64Child of Grace 103Easter Anthem 294 Anvers Ilerpeth "' 29 135Mount Calvary 190 Lord 20kStir iii the East 214 . A 'alpha.. 99China Eden of Love. 237 Lamar Ilerniony 182 186Mount Qhvet. 183precious BIMe 260Stepney..., tae Art ilia 67Cliurchward . 106Edinburgh .... 192 Lambeth 4 !lemony Grove 67Land of Rest 86Mount NelnIk 108Princeton....: IGOHl. Moifod 208 A .1111e1.1 . 257Chinch's Deso- glom 72 ti Haven 142 87Mount Zion Proclamation .188St. 201 2.16 lation, the. 260Ekon ..... 133 Land of Rest,2d Atonement Heed of Church 140Prillechim 132pulPeld 104 ; 183Christian Sung 186Elgin 104 Land ofthe1)43492Murray .. Aurora... ',. Stlutniutir 24442 Christian Sold'r 249Enfield 102 Tliumphant 288Lapland 107 A vake, illy Soul' 62 Heavenly Union 196 126Redeeming Lot ti14! Chi isilans.keep Ephraim,: 165 Leander 88Naplet Heavenly V ialoa 274 Nativpy, The 226Redemplion,.4 199ymphorty 207, 108 your Armour Erasmus 108 Leeds 4. 311 Babel !lighten 168 Newark...4pH169Redemption', SG 191 76 bright 227Ere I sleep 194 Lees' .:..,.... 191 haul .i 1.ove Hiding-Place 249 Newburg WIIlepentanto..; ' 98 109Christinthe Euphrates 63 Let songs, atc..161 Temperance117100 Home 282 New Durhan 00hest. r.as.': 40 Barren FigItee 259 Garden 240Evening Ilyrun 122 Liberty, c. ;64 Evening Shade 118!lope 112Liberty, r. 128New Jerusalem 71Richland.: !04 Anthem '254 Ilazeita 205Colome 149 Hopewell 60 New Weans.: 89Ridley rTpoirbihjeartuince.:ilswisnol.act:i.place 100 Bentley 160Come away.... 286Esherianon.L.N. 46 1AM), Hall., 82 Hosauneh 101 38New ales 1. 14/Ruckbrulge 1,. -U ltelliphage: 173Come, Saints. Esholutoon,c.m. 76 bintehott be Hew beauteous.-" Lingharat Never 'tilt ego. 34 Rockingliant 68 trip. 228 11144Val. the 161 &mistime him 222 their feet 297 120Ninety-Fifth . Huth of Salve: : Hester Land 286Come. Sinners, Fairfield. .84 Lisbod.. 116w calm, km. 162 ;161North fidentt. 66 Hob 187 ing kedrou. 202 Bi ulah 181 td the Gospel Fairland 289 Howard 178 , 127 r v 162, Blegleswade 105 feast 261Farewell.. 103 Hubbard 80 ' 68'RoYalty...... n 180 Blackburn 86Communion 1. 68Far, far at Sea 251 Lochleven 164Oceans . ing avvey,..178 Huger...... * .108Lonsdali Old Li4op ` 120'Rosenfeld 144 4p . Ace., r, Holtman ., 239Com mun ien,2d. 64Fatherland, the 196Humility )16 AS as Compassion r, 1$3Fayette :.... 55 Loving1E10- Old rashthued Russia 64 Bourbon 26 Ilawtiugdon 86 bible...6,4" 223Ruler's daughq.203 Amin, Bowman villa 118Complaint 42Peed tny Lambs .1'2 bets 27 le : , . r 160 Amber Bower of Pray'r 197Concord 110Female pilgrim 232 Lon ,131Olney. i. t Rumen 121 28Saint's 1104 104 A hven ltiwei bank 95Condescension 73Fiducia .83 Lovett thy;Me149Qrford .1 Ganda '.. 209 imandra 190 Salem ..., 36 &turf*. lloy.13 818Coo fideisee.... 39Florida..,.,.. 121 Lovely Morning 283Orphan's pt'ay'r.339 Upton .4 . 211 I'm w 1115 Salvation .63 Bristol Bri +tut 30Coogreve Foster ...... In0 Loudon. 900 144 China I'm od my)eur- 166Parting Hand; 21,Saratinilm..i 2)2 Biockenburst 148Cowper , 46 iendship .231 LIJ903 bey hume....4t Sardinia 91 Conte,: Brow!! 66Cowpeas 217Friends °Meer Lyttletok 163Parting Vrienfi 143 hivitation- ,."2113 Paradise. '1..174Savoy Vellum 141 to the ow/13%111i. 174 , , dom, .. 248 feast Italian Am 103Mtjesly NeWr4,33Pastoral Icgi 164 103Venus 12. .N.'"Va' Surnhaiu , , 263Dirley i 40Funeral Hymnlto 126 Complai Peacefhl est. ISOSohenectsdy SIVernon.... . Darlingtbn t#,. 78 Marlyn 147 175Se liter Sup- SO Naha* Calcutta Dauphin., "122Georgetown 's .778Job . . 25Mary's Inquiry '224 Fenneville 170. tion 80Virginia 42' Camden X7.1 60Dayis..,.... 213God la Love... 248Joy Melodia t 300 PelitIknce

, ." 4,, , " * ', O .1 # ri ,

wait itir'® 6!) " BEST COPY AVAILABLE rAtL-sw.

a -...Or.r.....oler,...or tr116-

ALPHABETICAL INDEX. Vital Spark 271Whileslown...43 303 Voice of free Williamstown.37 ANTHEMS, HYMNS, AND SET-PIECES. grace 221Wilmington .. 115 A home in Heaven 230Hark, ;e morals, hear the Trumpet. Wietlali 69Atonement 257Song of Deliverance 225 236Head of the Church Trtumpnant...288Sunrise Wa hal 79Windsor 68All is Well 245 , 21$ Warren ...... Heavenly Vision 274Sonnet 146Winter is Come 229&Alma's ; a Judgment Ilytne 230Invitation 250 Watcher 294Wittenburg 188 233Sentence... 'Christian So:.ter 249I'm a Pilgrim and I'm a Stranger .. 252 Waterford 188Woodland 92Devotion 233Thanksgiving Anthem 254 264Judgment Anthem 278The Barren FigTree Waverly 77 Easter Anthem...... 294Jubilee 150 Webb 177 299The Church's Desolation.... Yes, we hope Friendship. 231Lovely Morning 260 'Webster 109 "'Day. 4c. 266Far. far at ties 233The Happy Land 261 Welton 251Mary's Inquiry 224The Nativity 124TYoungstown ... 170Erten& of Freedom. &c. 248 228 Was inI 41 Millennial Glory 234The Orphan's Prayer 235 Feed my Lambs 242.Never part again. Westminster 101Zatiok .....135Cod is Love 248The Situ to she West has descendedlill 243Pilgrim's Farewell 238The Wittier is Come When Marshall- Zion 24Home 232 229 Praise ye the Lord 265Vital Spark 271 ed on, ire 34 178Hosaunahi.... 241Portland sit 268Yet, we hope the Day is nigh.. 254

1 : ' 0 oc s .. . 4. .; -4

, r N. - 4 .1 .$ *Cm 4 1 7. qa " ". s f ' METRICAL . 2- s .001,Per ...... 46 L.N.'1: Limehouse.:.. Schenectady.. Band of Love.78Communion 58 Grafton ..94 Milbourn Pon.. 74 Harley...... 44LovingKind- Seasonsose Sup- Biggieswade .. 106Communion.2d. 40Devotion 25 64 Hallowell 93 Montgomery .. 96 ness., 27 lication .....36 Blackburn ....88Condescension All Saints New; 60Devotion, 47 73 Hampshire 70 Mortals Awake85 Majesty New..33Temperance Ily.230 Bowe rban k 05Darlington ...78 Harmony Grove 67 Mount Nebo.. 108 Amanda 37Duane Street.. 244Montague....44Weston Amboy .... 38 41 Brown 65East Needham88 Hopewell 68 New Durham. 90 Euphrates ....68Naples 123When marsball- 63 Anvers 64 Canaan 72 Hubbard 80 New Jerusalem 71 Bihar tating....45Orford 28 ed on, arc. ...34 Canaan 2d.. Elgin Bourbon 16Greenwich ....62 82 104 Judgment 97 New Orleans.. 89 Parting Hand 61 Williamstown. .37 Canaan's Land 60Enfield 102 Knaresborough 69 Ninety-Fifth .. Bantu. Harpeth 29Pilgrim's Rest236Wbitestown 67 China 28Hiding-Place 249 43 Captive's Song 231Exhortation 75 Land pi Rest 88 North Salem.. 65 Rest 40Zion 24 Celesta 60Fairfield Come, Sinners, H u uungdun 35 ..... 84 Lando( gest.24187 Ocean 68 Ridley 24 . i'r,Chtlikof Grace 103Farewell 103 Lapland VI7Pisgah , 77 to the Gospel I'm on my jour- Rockbridge 23 C. 114 feast Churcbward .:es 106Fayette 65 Leander 89 Pleasant 60 261 ney home 4$Russia , 54Apheka Complaint 42Job 99 Christians,keep Ftducia 83Liberty 64 Poland ..... 25Salem 44: 38Arcadia.. 67 your Armour Confidence 39KingsbrIdge 48 Foster ,1410Liberty Hall..82 Repentance 98 Savoy 22Awake, my Soul 262 bright ...... 227Georgetown... 79Lingbain 68 Eockingbain .7 . ,,1::141 p., t 'la-r k , e , si1141Liiimajwo. 40..44 i6114 024.41.0.10404...."t.

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TILE *1:ZoITT 'T $$ &IMMO 0001YON

SCHOOLS ANDAOADEMIES.

OONTAINISO AND PIIOG nubs' l'E6ONG44ESSONS, EXERCISE 1IUSICAL NOTATION, AND CHANTS, OCCUPATION SONGS,II TIMM, TUNES AND PISCES YON 0014-01111211'SANDF_IXHIBITION. DT QUO. Ir. I 2.0o'r, "PAYER 011111," AROOTUSS IMURIOAL MOIL TOO/LW," "'LONNA QUERN," ALT11011 Of "AOADENT

CHICAGO, ROOT L CADY,96 CLARKSTRI$ET. PUBLISHED 111 Of, 43,470441 00110151371; L 11&%1011/41, 1111140CLIVIA 1II.10411111 NW* alataaaa. PAWDYRAI Ala a WILIER, 1862.

ILIt ILA Z....i.e. e:

CONTENTS.

Mee we stand, -- 154 Comm the maa. bead a bead M mess the Derr,--III Ilich in the arunoner /kr -----M Dad( maid atishe is coming..-.--41 My glumly breaks the Elmer muse...-1211 Ater the berate, 131 121 Derfietd. /townie awn, mind Ain W11, 13 lem t roe we me cuming1.--3 tloannly ?Arbor. grant thybleseing--1/0 All member maid, 143 Dome open :rid; To meter Lad member rue. . f 187 Apnl sie.wer Nem br the crystal Sum's side,--34 I41110. )444wIsla.se. ruaam.-3 10 Ass Mt Roman bum Darn. Mira Won, /44 bowl of brothers mtesd, 144 If a hoer tbei a few* L4241. If you ham am nag. 12 Adana the mamas. Ise seeem1 &ad fos ahem us, A meume of Ilea. I hare le mother mow, ../% Damned, have watched thee Mammarivet, --S4 Auranne blab an spealiag, Yketeth *war 17 /1111U1S, Mating wear haeattfal Ite"Itste llifIrratitght°off clthorirbonwe'lanr awnr owes Iodate. uhakeet! 114 welemas e. finis Ned. 182 / on a tumet or a mews. calla/ I'm Awake my seat mid *kb thecan..-11 rn tin dark Yu:ember Mir Tembem and Dc futc.. Ta the :cats of Away la the dam okl Lent.----SI Trust ea Mae 4w0U below its sides,--WY 11.1 114 st Jorthl *tam the misname 's 42 (leilr airtight bark, . Laughing /far Is ben. ---- let Statudlci Sea, Ole me gm .pde. 11' Si -metal of maw Hoare, -- .11W ilft a9 to God the um, Olwti let our :mom he. .. .s4 Ilshatd trite soorniss asa 141 ?.rases mu Wpm, 11$ Gal 11111... Letothers dug of many tends Ile :ben 0 GM, 0411 Ls st.dtiese 112 141 Let maws Ung lkfq ofaim-. 1M Cod a my IuW.. 151 Let us cliched atm. anti aid114 %Theta/ WO...« it Camdlas Mat mad, Lift up the *mg .17 ao :Joh m y: ter Sac., Ce://t the etmehum. Ltchtlr my- Vat I rust 112 Cum ha. thrTIUNIOUrf.. Ch,1:7. boys. them . I18 Lleittl: We"twesi 012 Gam. InAmint Gap. dap. Munk OtecefutwGlowla ading Usti 12 Ueda Dom. Coang 4wria Itidtou. halt' LI 411. Slake raw =wk.-- Come dwsti mth Ilark, the 04210&Aloe alma wIt nark 'Us the i34112 ave. .- 77 nark. meek 'a 3141r7 Mar Gm.. Jobs, beep time, Maur ner rms. % Como 10 a sing a meter reseed...... -.= Mere+ mom.,entaher... ITicre 2nIt INS my Lauf upon the 04ount2.402..-73 CM*. 0my mat fa awedlaria--.---.1s0 56.r1. = hari/c 11-re am me all to ham of simpleg, : 'autaWar WO =Alaud Come salmi We maim ebamt4 War the swelling Male --it tame SRS chi mamma mem flail

BEST COPY AVAILABLE 8- tilligelliNIPIARS311!"11.1

102

asawrelhllywaw OONTNNTS. Mouratally ask the Reeking awl Ms*. ferry where rer The aorta a the bobardiak, 131 My *wit Meet hi. here, ilia on tha truckles. Tice"Woman. Mouth Foe day .lityld The SkAl NV, .33 c tam 61 Yuesurtai eye taws lead heth tal Aye th height*nice, The worry Watt Narrantem *es the dears tionthe. IS They're wane; Wets 0.1 GM Sri the has of The miasma Nettle loot 'we tut Nave" Sows the tins I lthihr ties, wye hmtol 11,0 ...tat ihr eat tohoy, ..... 1st The Auto. N ever wry but itt itottr, The hirde, -..17 N.,. taw ...see Orr sy SIWW 444 the. well, The Ill N's. Nr hove 11.1444, S.. fistrecant U K WWII 44 Sw.14 IA The mew a dos ON, the fade and atedietsLurk, Sens of the Nay WW180Inthu tlw calm hike. Seem& of iltd Z4assuirr 93 The whin.. &situ, 1 t1 Oe the Wino eljoy. 4 tail up roe Leyte Au& The Fansone 0, WON suably adYeadwrit The Star ?paneled 11.2 Oh. sweat the haw. his Swert Ilope waits I in Moaned idles, Old Ti Wier NW newt 13 14wrot the Thane tWAiWir Myer .111 oVW Tait. wed They mew whets the Ti tether, way lies Tr1 Um stmentthh...... --..71 Otte ewets atone horsdtuegetl,,,«_«... Las year Impair Oen. seore Neonwe toOpeflUlin 414111r/We The starry wadi. Tho Through Itta OD Oh Weed awesare Ow. .31 0 aims, sweet atusle. The littitheery of Preadent, The Lead Lopata themar, 147 The 041 11,endrriith Oee by sae the errata! The beta are (WOWS/ eft" Try the tehaes 401 Otte by ate, at lug'sbet tribes. The akihrt she 011I the heathy The 11.41W, 1:oI. anatalus so tatty, ---r .311 Its Our Wham whereere they. The Ilea old Yankee Wavy awl Wain. Out an the prairie, TIN/ 'warier" Luba lady) Wait, watt,watt, OutWeliar river, The Imanyty novenae wusitent,._t inWake! 't rnwloes'a 117 0,111.11 brimmed Piny The hamar mutter. Wary and Lewitt Usestuainar air, ....Zit 0.Via, with INC Tito List the Mktg monad norbum 1.** Oh that the Lehi would The Idled my Sltrithent With oto otot...mt tot, tatths guide my walk 6,0 WhetherTun o in the ether aluathistycare. Thanks to than taw lentruly Malay 0 snare Tot Whets tho pawn dayis tlawaltat,...... -1,2 Pardon Th. witanthtin Wero euettitz... The tut* Pernosse. urld.r.,?t, know 110W II* 141 Me the fatesers *tarry sty tister?, 014 toeprateefrom 'furlong plucra,...... 1311 'bend, it lei giti I What iiit,;(4441. bathe flow we threedli thewtwAiawl sheen ddsltul91. The a Ifiwto WWI het,' low a lade. John \ 41400 etlini yarddstt ...... relit vmvwvsl-",-"9"477:777-17.!-T;T: Zirogl6Oilt0000110AlatOtt*WOrg*Oltgi;, tiomajistokaiWistveriwsoavo4r4.:

BEST COPY AVAILABLE 1 H ) ROOT&13001S.CADY'S latest and FOUST MOM: MU"SIO $1.60. The By Geo. F.Root. Price sn s fib It.no- !hulks Mel TheMusicalCurriculum, folic, asd tists 11sumbath, Oa*. W hush Ito eshipsco64 Ma plane frisk', Alaulph Anal Isott.ctioes mloymt, Chas. this comas, andtaglosst. arptettslii Wet-/lows, flirty stet castrates's lo iimsof met I1oslossts1 bathos IIMISste, owl *Oast Insiltnten.Dy (Inc. NM /ass, Tiny Conventions and aid sr111 Fur binclauClara**, nndmr In lworossl 1.1nalmity, The Coronet. st.tos. IS .11ss111t: 116 lot Ws yeas to Lama. v. vI Cnostullom Cosh isisafsg !Ines(5ai.s4 aid Root.For Schools, rndoknIle Ire the Dy Coo. Y. by moss of Ilse (Enlarged Edition.) *Segel/. Adoptaa The SilverLute. Ot emits,alngls; 16 tee Jossrsil. of tits SINGING SOI1001,," Arsetrastea owl .01, awl Issas; "OWL SONG BIRDS' Its the hotthts In four untnbera. retk &Als A Jtireulloitnoleal Quarterly, Ths IIKb for 1866 "INA Januar, tThe POMO, A0111 Birds, The SHIM any Sksignml tototulsk Our Songpool ..01 n N templets In Moll, In 5y Ow r rack anode, 5, tools, and also Oclort I. IN nosy losIhol Day aid Osman aid SCHOOL AND HOME, NOW, JrlJ1Th Lave been vs ryextensively used, MUSIC FUR CONCERT, for Ow chll.h,n, roles of Ile. andorptsistate Illole ^ Ands' lotthe poor yen/ snaltsts. These toassillen fulls" alto bad wok* le onsskai 16. NoelalCircle ..... Hui " s dears; III perlown.beol. sallet.Its egg; 13 per completo Colloction pet tingle A new anti xory ash, 11 c.f.i. Schools. fly UM). Y. *Daand II R. SONGS, HYMNS, ANTHEM ANDCHANTS, FOR W01181111'. for Sunday Illssis," fur WA. Oftilll of Chapel flenis tclesi,J Pone"Our Nowa II le sup to rchnott Mark canedmic ha, and teatrod; recommend l'tIts, at Nina,' I.rl prat H hetat.111.4 soy ethic. 11.1 took op 1' ,d fortory. and It; sine. tory, 30csaWi pot IlY heahv!.4 11,m45..a4 'Melt szstIs papas rover, t .1S tests; petIttssatta, *hash. t.py,Its hs.ta weer, for Collection of'rcesporeoco Ilnaio . 0 0 t.1.1. Isso.t. et, A little the Oats of MsOotAl CI E . Fountain. which Is appended 1h6 pet The Musical and Ike Ilona III route single;Si per tfassn; t,,,e1,1 Iireilses, p. nowlike, Pottle monis.11/ Os* with ....Is sow single; $3.60 per ha wit td Prico 36 coati hat, Ily (leeF. Root Mal a ate mordIa Ile hi. wit, Call. and sitting *one The Bugle Ally of Ihs p Chl.101 allot *S*7.0 Paco '16 route. stssista 6,t Miteat fuss, talus By Goo. 7.Root. OrganCompanion. The Cabinet Sc.') Irish ussenle. Trleo '16 cents. InsItnellow Nook for Root. Ike tool ekesp lir(Joe.F. bets for thePiano-forto. an lb. Ilonafeels that Las our If I 0 A 0 0 : Root's Ouid pike, Su, hoglosseta icmatbd file.L.mk, for 18e 11.0 noo Dy priesNorina. PUBLISHED BY ItOOT k CAGY, 67WASHINGTON MEET, brand. Drum, Fifeand Bugle. Regulations for 14.107.. Army r'occipi to..14 tens. wet p coby Mail oil Look, my 0/the isbore rebra pr leo. Om totatmumit with ;Netter hoot that to repeat Its molsotatom ------.LW reanrott viA. ; EverytOstchoil 11101 Annie Sers) /I whip lo the ti ttAIDA 4CUANICIM1)* IsCgitiO, others way, at least, ;Peculiar to himself,and 'front which or tuAtiiitig that are tip wo do not auppo.so kill Ito web&Therefor°, II derive atimustious that of this "Shafting Ocher.will always adoptthe exact idare.cology The loselny oaks lb. cher to smirks bon loamy Own, Ise Ringo to. Do Onto halm rho pitch 41 I ho experienced teacher would work, the way another - arhi stn, s etglasenossIt about ao Awl so lbe rams oatutally broil School," a e boll voho will like to *co leer a III And In It justthe help ho needs. It they has* Whaled blot, he haws to Oho Wok old. ol IA. btackboard and watr* elitist whilethe yowl to have been propred notes this :r goo. " Um* marks way steal Fr lbe wompole we kuottg, we think nil,will agree that they rrrr As to tho singing whether this nay hose been eh/sings Hwy PIAr calka quartet owlet" I and thorough; and, with tarn, null aroattractiro, progreasivo that they will ale then writes Ike a polls lender ratio nolo, and says ' "Now hook am OmIrleeklasard slot sales ci beliovo it will be found be adopted or not, wo l..eso Poufs& arils, sod yea will los sliming by oohs." of Wachtel them If thoy are carefully ptac- The ;cocker woo clop to Iho name eight ammult, a Ilk 66144 eawadelloo, pomaucialloa, awl a making good :angersand ready readers, go far toward pi.lea I lone. Poch *swap the rolissoing. (ass class elegise ends Moo sllei haw.) in which they occur. elle d in tho order dopartmont In this bookwill ;.1 used ---....,., hope, that the last No. 1. we express the those ploces IIIIt whose words mu Now to sing, Jot all be reaoly, worship, especially betwoon Voirvi cheerful, firm and steady only fo ',mitoses of may early learnto draw tho Sao Winn hoot theWhitt; that der children It., not 1.11114111 Mr WO( shOld, $1155, -A for worship, For a op a opulti not Mug wit) t pm. monk' fur a -4 moot tuoliodutin buoirainco "IlitatatLUTE," hint, Thi*ki our first completeJuvenile singing lds% plensaut, blight and clinch-0,- Wo hope..Naiii-Vrt found ayseful. (ISO. F. 1100T. Nut ono scowling, sad, nor tearful ; So let each sonic help Ito bringing To the happy hoar of6alughtg. Jautlakk 11161. Thep Ilnea me, be wellies' VA lb. black bawd radii Ms looter, end way Is roue agate, Iirthonght

See I. the lime to been Ic pals .m1011111131. Ms %Aces sod laaloo of tins slow. The*, and MAUI Ite mai ant, by gooJ 'samples.hcsonth hyeuchala,ple Arecibo. a. Mk, sill nado, Issal about post twos, I Alos tho Ineoth, oyeolng Aso enough, apt shollotily, *sot staging Orb pleasool, talker lb. Wined Third, by ems& S. {refloat of wars aid 'soak as aro adapted Wart ISAI, by Door A Woo Inthe Ditritt Court ohms load and *haloes, rakes. Act of Coogrees, A. D. oflineal*. Totes d, aeon Moe to Dates let Do thalliumDistrict nixolnlly in) nthatally.

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3.-; qp'"r-'.""'tt1i GRADED SINGERS.

BOOK ON E.

AMP

FOR wr

PRI MARY SCHOOLSAN Di EWEN ILI:CLASSES

II V

U. BLICIMAN AND E. E. WHITMORE.

-+.1.4,1.....

PUBLISHED I3Y

THE JOHN OHUROH CO.I ROOT & SONS MUSIC CO. r crINTINNATI, 0 1'III0AGO, ILI,

1.446.04ir

1,1,, fty CONTENTS.

I wag sad low t'aaary ...... 72 011C. 111Spring s, 44415. door ...... 13 ok prier b.r lode Only a Little Spa. row.

Dottie front Dusk ..td Tore ...... 61 ['twos 1111e bigger, 11111y . Pewee Sung.. -0.1 51...... " No kind (Wine Another . Parser eie . 7o. Detail Ones . 14 Ile Deana to the Itobin Ked-bteliet . -...... 4$ 11114 Softly Now ...... , ....,. 14 11hrielarse Carol 75 Clold Water ...... the IIw..ed hallo, ..... Coale to Ow Dell . Smiling Llitio Valley. ... Coax 4. sty 'foam. 09 Coins. Yellow (roetra . .. gt Spring Thud . . . 47 Ceased is II.. Tumult . The Mild . Casing . The liter . . . flood.. tii The11.1141101 ...... 71 The bogy Bee ...... 39 Do Yoe bear the Shish The (omm. . . n Dosel Oleo up, 32 67 There... Brigid Side Death of Lim oh, The linsoklet...... - 39 'Ilk T o o k ...... 70 Keening Song TheSleligh -111olo 21 The tioloIroe1...-... Fairyland 1.11110- Mr d 61 12, 0,34,86, 53 The Ring oflb. a, OutmUnktatt . The Lemke... ., , God I. Lore The Lord le III) /shepherd .... . , III Happy School lorya .. 71 The Mom_ 14, X TIte Pewee .... Heavenly rather ...... he Salle, Ay . 11006. TI../ Spring . X The brooklet . X he.. the 11,11 The Robin'. titoug . 1 Tbsook Thee ...... 51 The Dinellird Thos.' ante Smog .. 54 ...... IS klooluess The Netting Hon 76 60 -16.17 The OW Year ono1 New 141ttle This ws TThere's Shunt' I'mMe F3 ED /Is pirate . 20 RI . Si TI,. Doty sod the 14(141 Little Wondet .1 Th. q, Nut idiot . . Go to and a 1.1111e tan y .1sy, 12 St - 76 liny 1.11114 eksitotrogo Lessolow almost Hat ollo 4ay The Died-Moog . .. 41 1311163M IMP ..63 . . a 63 Ian. lip will.the Look.. , Lullaby . 61 , 77 Ilerholnesa 1.111446 ..... IN korlookt rotation Dry so 73 Ms) Der tH..". Who Loves kle lit 611 11 MIJI/7111# MOM 16, X, MI Wilk Praise We'll ('4011 55the111001711,0 Merrily 17 U ., AL 69 What Al o, Lore Morning Pre,". 0 ortoinnwo 'a Ohl Way it 0'. '...l. of Wok . I, 941 too Y4011 hot Dist to Dew ..... 71

tit 4

(96) 211.11 / IOC

3111111

#%2111,111tItegitgokaal:46a.;d1AMR/b CC, IMMO 1111 9" I # sJ

27 -r GRADED SINGERS.

BOOK TWO.

VOIR

DISTA4CT SCHOOLS AND INTERMEDIATE DEPARTMENTS OF GRADED SCHOOLS.

E. E. WHITTEMORE AND 0.-I3LACKMAN.

PUBLISHED BY JOHN CHURCH & CO., GEO. F. ROOT & SONS., CINCINNATI. CHICAGO.

"7 4 CONTENTS.

ruts. ettem PAWL Adria.* Flehms...-- Musical Tema 6'Tie well to haveMerry Heart ay Assei Yokes. My Highland Home Two-part Sliming 11 My Native Land 11The Picnic- 39 Apra Shorten My Shepherd asThe Lakelm 29 Autumn Song so] The Skaters. 19,19 Oak 64Thy Will be Done...... $6 Beauty Around ...... 47Ok, Haste to the Woodland so I Beautiful May ...... 16On the Death eta Pupil 78Yacatioa's Coma es Be Gentle to die Loved Ones isOnly a Penny Apiece 102 Bright Flovren . . '4Our Country k fee leWe are Coating. 33 Our Father.. When the Mists 93 Canon in two pasts Oh, to be Bright as a Seabee*.'41 Ca..... ia three parts 1:71 , Contents_ ,s4Praise 69 DEVOTIONAL Cltadree of the Unica ...... ys , Cheities SU Red A. 33Rest in the Quiet Shads 3S America 234 Class Farewell...... Rest for the Flowen as Rein Drops. Dear Father ist Don't Despair ...... 14 Recess 111 Edwards 143 Evening Shades 56Sing unto the Lord 90 Evening Song . Siing of Birds IGently Glides ...... i43 Bromism for Practice.... SoItly now the Light of Day. asGod's Care . Soft Answer ...... III4God's Love .... I Farewell to Wastes Solfeggio, 1, II, tp, so, 11, 16, sr, ill,God Bless our Naalve Land ..1 :11 20, so, 32. 35. 31, 43. 44. 5d, 74.God's Providence . p Cod of the Friendship 42 Ss, St 94, sm. ,I Snow Hakes ...... sosGreat God, to Thee 136 Gaily Our Boat assSpringtime. 7 Gently Row, Gondolas, 114Spring Flowers 122 Heavenly 'Father ... 115 Giorious Sun Spring 89HHumbly at thy Footstool I 1 God Bless Ore Native Lead Storming the Heights..... Bo Sunshine...... toylet us, withJoyful Mind-- 63 4 God's Love 64Summer Flowers ...... , . ssSnootier's Here...... lijMaple . Os God's Provnience ts Geodsight, ilium Glorious Sua poSummer Rain...... M.ssions Gaud oleo 11, 37, 9s, 112Sweet Home 113lornign 43 Sweet and lam...... 419 Shepherd Is -45.130, 137 Harvest ...... 64.Sweet Dreams ...... 100 Hail to the Wolter King assSkighing Song 32Oak 64 Hail to the Morning topSwiftly hear the Mount'n's Brow AyOur Father.. ss Ilims to Teachers Spring Song, or Hurry Along. 54Oh. Praise the Lord 13s Iles Om Your Row. ... sty Oh, Render Thanks 439 How the Merry Wind blows IlyThe Birds ...... , . 1 Humbly at Thy Fooistocl . 63The Birthday 75Praise The Bells of Freedom .. ics6Pratte the lord.. 63.140 1( woe a &abeam 46The Cold Water Army.... I wander Ise the Forest Shades 96The I/awn Sing unto the Lord . 1 he Fairies rsisg ItsSing unto the Lord a New Song is. .. Is it youf 31 The Farewell 41 Soft Answer Softly now the Light of Day Interval Study 7. 26. 43TheNora ...... so as The Invitation...... oillSt Asaphs mai Leaf by Leaf , 6oThe Kind Sunshine. 57 31 . losThe Lord's Prayer. 6eTeach Inc. 4) toed ...... let Nature Raise . 6e, ky6 let IA, with a Joyful Iliad ....63The Merry Chriumas Belle 56The land's Prayer.. .. Little Drops ...... The MornitmCall . syThe Lord II My Shepherd .134 little Maseru . . 2211w Prairie Lea IsTim Lord Is God...... iiy siThe Rill.. a There is a River 142 Lit tht Streandet i _ Little Moments ...... pInte Rubio. The Merry Charisma Bells List, 'tie Musk SteaMag The Sleigh Rids 49The Sacred Book. The Snow. totThink Gently 131 tea Maple 6,The Sprig 44Thatcher. isTwilight Shades., 115 Morales /tyre 43The SYMMS S 1 Monde. Swag ...... The Waving Core ...... 19 07 We Gather Now. Mind- rtThe White Caps of the Sea sso Wisdom TheWitita-widel IOW athe 611 BugWhh Song. and Meson t Meek averyeduaro- Thwart ...... & & & SWhim Morale( Cases 144) a GRADED SINGERS:

BOOK THREE. 4

FOR

grammar, jnIvrediate, or Riskiet gdwals,

SEMINARIES, SINGING CLASSES, ETC,

Y E. E. WHITTEMORF AND 0. BLACKMAN.

CINCINNATI : PUBLISHt0 BY THE JOHN CHURCH CO., 74 W.4TH ST. CHICAGO: NEW YORK: Root I Sons Music Co. The J. Church Co. 200 WARAIN4 Avis. la EAST ION 3T. / (73 Jj CONTENTS.

GRADED SINGERS,BOOK III.

FAG& PAM PAG11. Leeson XV, ModuLauon.----.... toThe Star Sounded Banner---.....-... A lissibeset '9tLemon XVf, Clients= Scale ...... iiThe 1r , 55 Al Nome 97Lesson XVII, XVIII, Dynamics -- 15The Watchman ... 51 The Cricket ...... Amy Word_e--...... --.--.---3:LA01011 XIX, Tonic Han= ...... ,-.:3 Beyou to The Drooping Flower ..... ---..--. :azLards XX, Dominant So Bend on yam Oen. XX! ,Progrees100B. 14The Autumn Ra: - . Lesson XXII, XILIII, Tonic and Dom- I. The Merry Chimes. ...-...... ----- The Wings of a Dove...... -- - --Itag Blow ye 53 inant of G i 2- Bright sad Lemon XXIV, XXV, Your Part E :6Tiny Rant Ihope 95 Can you Slag 44Meek and Lowly------.-----. INTell ins Where is Beauty Found-- 69 C-atcn the - 31 Thankagivuzi far Harvest 30 110T11111( Sortg.-----772.---11--:: 17Two Part Singing.- ..... 31 Coming Night...... 22 56....1;.7;1.17;Three Part Singing.--...... 34 Cams and Rest -- Modulation Ex ...... --- i Truth 24 35 Came. Music. to my MUSIC from Shore....--...... ---'f-- 130Victoria. - ...... Ica SzlienjunT 30 12Von Weber ill 26Musical Terms Susg" My Home is as the Pi.earte.-. 46 95, 100, 105, 114, III, 135.140 ainstanas Card-.==== 136 .... 64We Min you All away from Home :so Chong of 149Now - - When do the Swallows Go- 110 Chorus of Angels...... -._-----..---- :51"fillat ----...... wWear11121 Willows 141 - 49 rob 42Oh, never Despair.....----- ..-. Wavy and Bright Dare to be Our Native Land - - 29 Deal .. 77 What makes a Man a Geminate-. ..-. 107Oh. the ten at Night------31 -« 311 Youthful Days. Evesing Hynes 33 One by . IO'er the Water - -. r Evening t34/Our Farlwre, When are They- 96 DEVOTIONAL Fairy Lend Oh Wrap toe in Falling z all itu On theMountainnariligr ....:66 Fact and Fancy Preface ...... 2AjnBishe:Ir .... Farewell to this IiPart II - 8$Blessed is the People :63 Pisecy Snow. Praise. tellCast thy Burden on the Lord 157 65.61.73,Clarence...------. : 7e Gentle River - SISOlf9alof "14. 130 41, 33, SOMA., Dennis :72 In 79.23, 212.89, 95.105.113017.113./27 158 67Sweet Flowen 39German; ....39Sweet Roses ..-.. 16: Go Forth a= Place.. 73 ; -- IllGod Plane it All. Sweat Home. -- is Love. g GY1114 145 Sweet the Quiet Evening 34 t73 Greeting to Say a isinefWavd when you Can-- ....30 Gloly to God Greeting to Summer...-...... ---.--.S. Glom in Excels' :75 -. 99Sweet Hope 51 17r Good Night 19 Snow Flakes. Glistening Dew ...----- ...... -..... HHuymmitiiitZl Trust.. :74 ... .. irs6Song et Cold Water. 164 Sleep --. -- 75Italian Hymn Hail our ii;tif ;Sian ...... - :6'I will Seek sty Father .... 167 He Carnes the Lambs inhisBonom 37Stormy Winds Lord. We come before Thee now...... 15L .... -..26Shut the Door ..... ----.....---- 66 . 161 Sunny Side ...... -..-.78i Lord', Prayer HomeHops for the Morrow...... ---.-- 4 79Mortimer ill Smile Whenever you Can....._.._...... I Come, !Come -...... -.. 9164Sharp Jack From . .. 13thi I Dream of allThinp--Free ... ,,,,..... 1241 111 SIW1/16 ,...... , Nonni 1.2212 for These who Love Me...... 74 t34 Old Hundred. -. . 159 Prise the L014 .... 38 ...... 3-t6 155 * 5The Bugle Horn-....-.- ...... ----...... 43Praise to God... .- :rtyr-x;;; ...... 121I 1 PTILIIII . The Lent ...... 34 ito "told Words. .... -, The Rainbow . ..-- 25Portuguese:Hy= . KindWordscan never 'Die -. :3 36 . Rhine ... 15$ -...6:The Traveler's Return -.. ..-. :70 Lit t Pas ...... - ....- - ....--. 35Rosedale The Skaters -.....-39 Stockwell ite --.57The Sailor :71 1t4The Rising Moon ...... 27 ; Sicily ,i+1 :Moe Eyes ...... 154The Vine 164 3The Invitation ..... Sc:row, 156 Amon I. II. Rythmica ...... -...... The School Bell .... 4e76 1 S -man III1V " .-..- --.-.... 4 ...- 23 The Land beyond the River nu .410011 " VI " ...... _ The Herren- 93 Thanks to Thee ros 1The Thing, I Love. . 17: 'was VII VI:5, Mmniandital- gs Truth Lesson IX, X. incerwri. The Old Folks , -- 23 The Reaper and the Flowers. 174 Lesson XI, XII,icale-TnsWnsii.W; The Rain Drops :8 Washington :61 Modulaton.. -_ - I The Merry Birds....---.-..--....- Washington Street...... -...... -. Ise Lames XIIL XIV .liaturegn._ -..-... -..- 9The Deep Blue Sea -...... -.. 139

BEST COPY AVAILABLE' GRADEDSINGERS:

FOUR. BOOK 4

POP

CHOIRS, HIGHSCHOOLS,CONVENTIONS,

AND

Is Vet 1e VoiEe0 C140e4 d ClIcatitefi of

0. BLACKMAN ANDE. E.WHITTEMORE.

PUBLISHED BY & SONS, JOHN CHURCH& CO., G17.0. F. ROOT CINCINNATI: CHICAGO. CONTENTS.

GRADEDSINGERS: BOOK IV.

3DGRADE. 2DGRADE. PAGI. 1STGRADE. 'AO rade. 9s i Away to theWoods 125 S American Hymn __ Ann Chorus -. A Hundred Years ago , Darlene Angel of PlUCDCS- .164 B/emed Ram and beaindul Snow 3All hail to Liberty ...... 192 ao I Fal 96 Boat Song - 41 Free Education .... - Blessed are the Men - 146 Bell - Si zaz Brooklet 21H&piY New Closing Day ,__ 82Daughter of Error z34 Flowers ------56. 632 rDrops of Rion 175 Truth -. 13 i interval.. .03 z 87 Freedom and 47 11 win pretUr Thee Disperse ye.. 145 Fatherland s3 .Lift dune Eyes - - It Evening - Father, U .....---- Eternal God - - Go Pray. Larbord Watch . .. 93Farewell to Horne. - 14S 11 ..-a951 z66 Hammer Sog - I Lfup your Heads -- Farewell to the Forest - Haste thee. Fairy . 31 zo6 , Meanly we LYS. ... Id 41 ILast Rose of Summer...63. 64, 70, 79. toe. tos, How 41 Have 32 I %DOS- _. m. 1 Huntsman a Farewell In the Forest. - I Otiprasse-t-h-eLord... - -.. - .57 Hear those Soothing Sounds...... -is6 / 7. 16. 17, 25 zo6 Ill Intervals ...... -.-.... 34. 33, 40, 46 I Only aLittle Child x07It I., the marl - . - z6o l Our Flag and our Onion-...... I Incline thine Lar Land of our ?ashen.------.-.- 79 6oIntervals and Studies-.zoo, 123,1311, 244, zsa is i Sailor, Kest -- -....65 ....-...... -.-- ..... -- ...... tto Laurel Wreath. '86 I Spring's Delights.- 66ILet us go.- and Tripping...--- ...- --- - Lord, bow ;hine Ear z96 32 , Smiles of Youth .. ... tea zio Merry May 36 I Search me, 0 God. SoMark the Merry Elves-- 184 Music ...... Morning Prayer...... --39 I Sunshine . 66 New England-...... - 43Scenes of 162 Nevi. 24smik of all the best- 76 Our Faaler Protect US - 154 How...... 113 Thou wilt Keep Him , Now the Glorious ...... --- ' Pelage Bird 173 Oh that I mud .. Sweet and Low. 124 Psalm of Switzer's Song .. Ram on the Boot .-. - 1-2 7 Summer -- 10 Shades of Evening -- ...... z5z 12 Song of the Lark ...... 110 Soldier, Wake Thou Reorient.- Schiller's Lonvng 541 z27. sm. Dm. zso. 2.57, 51 I Vocalises...... z68, z79, 195 Sweet Home.. zos 9 1 While all is hushed 114 The Lark -- 25 Youthful Flower - The April Sonshower...... Till as -23. 33. 59 Vocalises -

ADDENDA.

FAGS. as PAO& ....,. 212I MUSIC:LI Sketches- ...... -...... 313 206 t 0 Blackman ...... leo 'op , Germany -. . no I ParkSt ..-....- ..... Ashville. 214 CrossLand . 213 Aubum .... Players Hymn - -- NON 207 203Guide. 2,6Rosedale .... Barstow .... .-.-. - 225 Golden Gate. .. . 24,,,,, Garnet...... 2o7 1 Shelter . Bitaneinhal .. 101 Hume - - Stockwell -- leo -- -. :2211 Carlos ...... sot;Wien Hymn. - 201, Sabin Cairn 1 YrsInlet. los I 'nate .. -....- tea lamella .....- 206 1 Shadow of the Rock.. -...... szo - -.... - 225 CAter Lade - . - 210Smile mo , amstenield Lawrence .-.. .. 204Skeet. - - ... 201 Lindens. rollLyons .... 207 ' TI.A1Cht2 213 Deertors St. - .. 703 Morton; Praise sos , Soiney .... - 702, Dever* , 219Sit I ri bele tosWrishington St, - Evening Song 2z6\ImlayChant . 113 1 Werra, ...... Evening Sham* aceManosh uS Flotow

224 7:) BEST COPY AVAILABLE c"-) t..

THE

VINEYARDOF SONGo.

11)1:4--tt I; I/ V() It

SINGING SCHOOLS,INSTITUTES,CONVENTIONS,

D AY SCHOOLSAND ACADEMIES.

BY CHESTERa ALLEN ANDTHEO. F. SEWARD.

letti Val; nod Viticaoo: Published byBIGLOW & MAIN,(Successors to WM. 76 East Ninth Street, B. BRADBURY,) New York, and73 Randolph Street,Chicago. rot. byIltobli.ftellerft Civberbny.

EIIICIt Ito"Filo.. A ul "iltes* bid/5,b). M +{v, tu btit,, 44 Ilia Lanatitli ut Cuitgte, NV*14ogiou L)t) 41 P

Schools, also, of rFIE "VINEYARD OF SONG14 designed to niet_ttin_iantl-ut n ,t( Ili is 111 Singing r-eitida)4-.). Ac adeaties and with this 1.10.17li it ( utattili), .1 ely t.liitully ianged Cu 11(111( IL/1, u1 a11(,1 .1(ordain nit thud ut hull ut stun t itt(t,1(1.111Ce tt all,11)1 .e,,te,,11,C slaging Si hootI), pal tiaio "flu , del) ti 111(11( Ate'. . ',rug-n:1,st% ( 101111(1Icile prlin 'plea, andontains .1i tige Illiaillif ut 12( 1( 1e ideaaing word, aitiucaudiei tout It stintilia la( [iceInch we Oink t. ill lie tot...d (nil) el lint co, image puini, Lu prat_tneIV': have also induated a plan tol uitctt.t 1).) lurch_ titig and tisetul

1%111 si111.1hIL tut the s111gIlig class the dcpartnicitt of the 1p NJ. contains a 1.11ge into 1,, 1 ut S1111/1/1 Songs, (flees .111(1 Audit ins and Chant 1,1titaldt:to; uf hu.1 out dc% otcAlt tt_%% (ttu, Jo del llu till0)-.Lt,e,

1, uluf," by Null, IV In this t c, 1,1 ,it.ectl it trill he st_cirftrut wr Late oeett-gi Jitt,eiii, Player," by " .kt Cu 1 1.1) ,1 i y tid and (, tio0111;11," 1)) ti lilt 1(%S111 Irei,1.1,11,11c d 111.1 4011/11 W.! 101111 .11.1".%/11/1`11111 bV 1,11.L ui iLc pl,c 3,11//1C 111L11111/11111,,11.11 11LiV 111,1 ,1 111,111c14411(,1/11L* think 6411,LI t at $3,..00 1,1 1,1 ,,}11 t1 tin

4,1,11/k t1 tul 11.. 111 11)`,11it ;'2) 11,11,1 \\ tub tut _A (.11c toil (1e111 1.alull 111 out11-, altd Dust that it titm,lie found a itac I ;Ai!hay 1.,tatt 1,cd, iii, via ti.1 and vailiald.: , to oul tc.( lu is in tiled %roil,

1111'.01)0Isl.L. E SPA N1.W Yu{ h,1),LC11.1.$13. ht, 1815- '11) Luigi Yuit `ilereol,er No iaCentruSLU T.

a ' ) ') - . 'et;_ .:;,- 0.. 192 1\T Pi _

SINE:LNG CLASS AND SCHOOL SONGS, GLEES, &C.

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t ti

4 PREFACE, GRADEDSONGS.

Tale No 4 of Use P01105 of Unarms'Scosons we HOW give forth to Ilse o IV. Aorld, hoping it luny do its pout toe:tellsssnkissg music a pensument study in country, noel mot schools, tool theeelevate the standard of music in our t" make us, as a people, musical. examination of various tones(muslcs1 Work of a more I.DosTlucrooas IN Tones, An Its most obvious feature is, (lint itfollows No. 3. :muds) will had OS to observethe three following differences : discussions of subjects a little souse liflicoslt character has been intstnIsseed; 1st. lAossg or short. domough, and the nil '.e, of cootie, of a sumoenjoyable tontine II. High or Ism. 1 mokisog at the ok a little more carefully, wefind these features : 3d. Solt or lots:1. elaborated. TWO pas ts having been lead us to T'se soak of L'A we SIMI I/40 loss been II. PIM PERTS 1.3 or Tusk:3.-11ethree preceding distinctions oisloodued into No. (, exereibes nod songsof a FINCI et style, with leo pasts recognise three esorsespossolissgproperties of tosses: ur found louse lietsgt1s, Beet:ter studies 1st. Thies: pasts have also beess worked upquite elitism only. 2s1. Pitch. iis tbreiatrt singing me reservedfor feline ssumbers. 11. Power. Ito this will be roomd which we The AITI:NDI X is a novel featurefora soissic book. 1.1;.. DEPARTMENTS. 09 accountof these three properties, of music, it becomes convenient todivide some iliStlISCLIOUS forteachers. necessarily consider in the study nutsssessts: It is ple:tsnost to observe the publicsuite! iu its sing fsmn rho old the subject into also following ideas of musim is schools, to the snow 0 simils's ;front the mason that children 1st: Itsivvonscsthat which treatsof length. tlutt they can karst uusnio, is a 2d. Moi.oloscatIsnt which trestleof pitch. could lesion songs only by rote, to the idea IntsAmIcsthat whirl' Denis of power. legitisounco sty, front the notes. Dist 'lure modern notions con hecarried out only by our slay school 'nosh. RHYTHM /C S. leitchelgetli tog, while piertring h1 otheo loam boo, itkeowleolgo absolute length of tones is not Selseol direetoossubsoil teach( music teachers, patrons, mod music 1114 Aic, Ilse 1. LENUTII of of sounds, spakiog ono n militate 4e:de's, must requite of our to oti ll i l sgschools that they educate their pupils considered. We do not measure the length long, another a Ions tls of a minute, etc.The only length we consider, is s iss !Mtge. time we are ;staking osse motion is, by this means, to be very much relative one.Oise toms is as longns the The wheel music of our country of the hand, anotherisas long evils, etc. melody alone below steed, to give musical sopresented by notes. modified. Inctend of the i.NOTE. .MOW relative lenglIsa of tome are !demure, the parts coming so are to clsousgo(Isis to the cbartsi ; and when, hs The name of the notes arc : the next pewter century, 'undois Insight in all eelsools is, this country, sis 1°'0etc. who can not fosesee the ressolts 1Musical societies in every r r n region's sandy, lag6111 NA*. stslonth /scholars of our missed/1, mid Ws*. W1.01. Hwy. MN NO.. goorter U.S.. tdwuship ho 'agonized from the grown up the works of the great 111/131118 %illalone satisfy them, Othersderivedfront the above: the musical public urge ou the work, 0._ . etc, Mat NO.. 0. BLACK MAN. . Whole Nolo. 0.110 The slot having (meial( as snitch length itsthe note before It, Tito large Isos.tn ice the length of the %thole note.The whole sots has

116.11-1, Of 00 U1/114 a.. ni.limpt 1. AI I .4 nutstmoo, AIf.. 1141, fir NNW * Im twice the leuglls os' the half note, etc. Mere I,, lb. Nov Fp njoiri, I of 111$1101., CON-TENTS.

4, key Di ...... 37 . Arudiva 37. 5E. 59. o0, 1 112 April i=h..wtr, 1 ,%ssl ti)v . 1141 -4 dat, key of Ju1;:t .4 ',Jac. tudiets. in I(10, 11f2 .:t.snericx 1I01..1,1 Az; 606 121 I .1' .8 dat, ki.y of. 7-19 .B tat, itwlief. .

C. 'ter of ...... 53 C. itusiie. iI1. 1:. 12. :3. 1."2". (Jur C)usi:ry i. Fre 12. 3 .:4. 27. 2? 9. ;.;::::4.1rup;r it'. in 15 i7. ?5. co). 4:; !-1. 51 3.3 Reit t;It...... COLDe t'. :Jae ...... Wd.t,r ...... c 7.5 S47, ;t.11 1), Aev D. 4tUdi .. to 1114 Dty 1$ rAMA ;5,

Deparme.11C.. . 3 "..tr.: L, ...... Nle.so,sre 3 4 . Dvb...... ss.sr:nz ..... "f. 70 7:, 7-. .E 1..%v 4J £ tat. kev of -7-,%el! the Anthem tint .tUdie in. kap, 4nut: . .17 2$.3 .t.verim.: Si' Ex.t.issnar:f.rs...... -rA F.kt.v .t ntr-r- . T I .: 1:-Irewtis - F it-ednidLand .. 3'" .., .!7 42. ,--.. 1.::'-'"-P."" '.3 kev.. s4n '!1 G.AtuUit.z.its. 3.. 37. 40. 44 4.5.:J.:.:07 G4k,r2113 ...... :.s.. 7- C4t..1)tie li.'aits 1117 . .... GI.Arzt. 4:3 Glitie a.loug. u.tr B..unv Bo:::.. Vcs,..= :rut Cn - . ",roji$zis 41 ilk= e eur Natsv.t 38 Niscnt ...... 9)`W,s,tor - ...... 12$'

+8111101111.321

BEST CRY AVAlLARt 7-6)- THE NEW EDUCATIONAL MUSICCOURSE

TEACHERS' EDITION

FOR ELEMENTARY GRADES

INCLUDING A COLLECTION OF ROTE SONGS, VOICETRAININGEXER CISES, THE MATERIAL IN THE FIRST MUSIC READER, AND SONGS FROM FAMOUS COMPOSERS

JAMES M. NIL:LAUGHLIN

DIRt' 7011 Of MI SIC,Bosto-4 !'vnLic 'lof At,THOR 31.' (I I ,1ENTS AND NOTArtm, Mt '

AND W. W. GILCHRIST ye- R t_HIT Joel " -c I" t.c) comp,.s, 'F ANT %TA `,VIRKS

GINN & CONIPANY

ROcTON tvrtt' YORK. CHIC AGO DON 461 INDEX OF SONGS' -en Teachers' Pupils Trrt.i Au-Hoe C3MPOSER Ed. Ea. Page Page All through the Night ll'elsh 155 03 Amencl...... S F. Smith Heltry Catty 20S Ill April. . . Julius Altman .It'IL' Grhilrirt toS 33 Asleep and Awake Mary Vaughan . . .Si 4iiman,1 24 At Night ...... Louis C Elson i R.,,r 240 At sunset John G Watts . tram:- Led! Ballard 124 ..43 At Twilight Mary Stanhope 4.5'ar,iby 2:o Autumn 1.!exander Smart ...... '70 6 Autumn Leaves i30 47 Autumn Pleasures Louis C Elson Bettlwven 235 Autumn \V ids Stella II. Seed RUSSIJII 147 59

Bee, The Frederic F Bullard . . . . C Rerneci.e 197 95 /Bell, The flue S. Morris tot IS Bell. The . . .. Mar Vaughan . . L awards 1)7 4 BiLyclers, The . . . Al ;antes 195 92 BlaJksmith, The i95 91 Boating , . Ante E. Allen C 17Ed,:::lir:. 10 Bright the Moon is shining ...... 1.,i 97 Brov.mes' T., mbreilas song story M L. Baum ...... L Gut ,'roc ;3

....tampion Jumper, Tile, Song Storry Engiish hl W re 33 /r Child's star, 1 he John B Tabb 1t'L z2.0.o 53 2 Christmas Day .. ... Rose Mims . . . . . /".ten r_...,'Ic .;al 42 Christmas sung, k Edna. Kiii4sley Wallace . IV 1..4,^^4ten 103 69 Coasting Cuia tailoisli . . .1:,',4,1 s; to Cold :he Winds ot-Mar..n . , 3,,i,/,/,,,,thril 105 30 Columbia, the(em of:ne Ot_ean David F Shaw . L',1:, II I'3/111:0 213 116 ladle Song German /',prims 234 3- Cradle Song Elizabeth Prentiss J.11 .11,Laucl1ia 03 It 3 1 riays of npring M. E Tapper 12I 41 t Digging Snow Paths NathanHaskell Dole. . Frerlerre O/da'17:aura' 93 .:3 Ding,Hong Janes 31,:,:les: 17 Disappointment, A Louise st.,knef 31h/wrap's 6 Do Nut Delay G .1/C,arret 110 i 34 Dream Fair), the Thomas Hood A-L ami,e, 1 06 4 .1 Dream Man The Rose Miles Geronan t 5 Dreams Frank Dempster Sherman 1/..:)c :1.11 f ,,, 25

1,1 ?Dustman, The Mary ''aughan IfPrit:e. 1i 42 g Evening Alonymous .4Hit ler 70 7 124 Evening ...... S, Baring Gould /Aelll,,l, i Evening on the Lake Nrhan Haskell Dole .1'.14 Stlc 134 49 Evensong M. I.. Baum F3,_.'ice 107 36 Eventide LoutsLouC Elson Mliel.:,,wi.ir 224

Fury Book. The A Ubte Farwell Brown IV, 3'Gt.', iri4 165 70 Fairy Frost Margaret L1. in oton 52 i The left hand column nl5ryrea reen to :ht. boos the right hand column to he editor, 01he Sew F rtt Reader which tr put into ite pupil's ttands 207

(II 4 BEST COPY AVAILABLE ?M.; INDEX OF SONGS Teachers' Pupils' I-. Tt.i 1,1101,1 COMP0,1.1.1 Ed Ed. Page Page FynjtIAi Frank Dempster Sherman Frederic Frei 1;traard 141 55 Fair. Ring, The lexander smart James Treid 197 95 Faith, II.,pe And Love Golihard Ch H Ritz, 4 SO 17 itant0 1),ini 'nips. A Malcolm Douglas . . . / ., are S K.rowlt,1 43 I an,: . I. rank. Demp, er ',human i;riti.1144.:it I 31 47 Pare ge I, Celia :-Itani.....n. c./. D Siiiihni. 1.43 59 fr .1, e VIW el.. Tlie Dean SsNift 87 IS "'Flag if Our Nat.on Charles Welsh y If. i'lcrazicitlin 100 27 Fla.; of (Jul Native Land Nathan !Iasi...ell Dole ./ .'l .11ci:iciltrt :03 405 Flag c.ice "Vie Mary :stanhope Dr ; .1farrt:er 36 Flower Dances Irs knderson 200 )9 Fioi,er S.,;(1 T'm IV IV c,./.1, A,/sr :07 t 4 t itlosssir Tiiinglts Chris,,na Rossetti . . . _lane .Ilins 1 45 92 --"rnotba:1 tame. The Rose Miles L,,t/..,,,/ 157 64 Fuuna,n. T: e James Russell 1..-iete'l ; Al frIcLatz{ehn 110 53 ..B9end, kbbie Farwell Brown "lorry it'; :11:aZtv t;: 48 Finn} 5.ort, A W M. Thackerav Ai Write 77 i t

r ,ar.,v,l -Nab.- it', 't,it 50 George Washington Edna Kingsl,v 11 allace . Laura /.;:c 99 27 69 wart. W:,11 A Kathleen Knoinhaer ;antes .51attler 5 (,,ilden Rod. rie Celia Stanth,it - A'arl Glazer 132 48 Good bye to 'he Firm Robert Louis `et enhon f; a:el .1beLer 170 71 t;,,,,,Ihye to Summer William Allingham t;ty,.11.,-,::-.te 145 57 Goiati Morning 1 I. Baum ,V.ris II" ruett 217 Goti0 Morning. Merry Sunshine 1nom,mous :rarc,Tret Sur/rrot Lanc 175 78

Got, itl.,-.I.'t . . Lord lIougnton 56 Gr,i- iltii...,nr. Ro'eMile., ii ,,,,, fld, 'I 118433 S3 Greetin.; German Mour,....ri..,1 :IS

114 Hail t1:...11,11),1 . roseph I InnIsinson /i:i.r 211 1-I , I ,t.i--,1 d' 1 1I I anti 77 12 H irve,i S.,-..; 1. V al ,le '-;at,i.izny . - . , /'on, ' -4 77 --Neigit ,D ii -it. s -1,d 3aterc,rs lean Ingnow j 1717, L,IIII'',1111 :01 101 I fot% 4. e A ; d Blow '' I: ,lirtil ;17 39 H_Vri"if arran rwri,,, 200 109 14)nm. .1 ...... Mary ti.tannope frier :55

144'e : es -r1-1.- 'r nr!e. Finks Pt; ,rI.."Ve'on 103 90 If .1.,.rna'....i...,i .a,', Vouie Fumed Brown -; to II..,,v. C. let-11 ::-_,,inime-T me ...... 207 III I Ilatin , , Cir. RernevAt :02 103 In a:1)at ...... \l' r;;; Iit1tt:ft y, T" ...... 93 1 '.I. I.11 gqinrrer . . Intim,- rt.. 3 Its.0,e V ir, 'eita 'it Indish :44 1-n F.,-01,-(*., ',it Mar7,arn. I ....ne,ton :4 1.4 F...;.ariN.own It -ink riernpster tsiterman ..,";"/,.:;g1t,,,,r ;It 55 M rt,flub i, 1-1;t- ,;., ,,,r p19 97

Gabriel "einii -17 25

F.ank Dempster -4herrnan 141 6o K.ng 1

I ant G idettrr,i cII,i3 tun . Vice l -2I t(2, trns f lice 1,11m. 1.1", ;le 1' . F-ark Peninster . , ./MeS UP/ if 17 1^ Jonn B. Tabu

COPY AVAILABLE INDEX OF SONGS 269 Teachers'Pupils' CJ,IPO,ISA 1-4 Ed I.THUM Tirue Plge Page .E.'hutt ii 40 Litle Bo-Peep J 14( rr .'y B,.znIns Little Dustinan, The .4 13'3 Little Gipsy Dandelion iinnymous / 5 Woe, Little soldier, elle Celia Standish .39 ; L.ttle W,ndow The EmilyIIMiller f4' G.,I. 'it ?sr 65 Lookmg tar the Faire) r1,,tuitITIOLIS . F .t. 3 Isaac \V iu, . . III :04 107 riiiton Waterman Fii' 1,4 .4 Lullaby Thomas Drkker . clividu jog is jt) ltJ Lullaby to111Infant Chief JlfWalter Trott

Cuuun,., 171 \larch. l'he Panstng s.ohners Abirte farweil Brown C March W.nds knon)mous G.4 Gc,76.21t Ma:. Da:. song R 1 G,t;, A S 47 232 Ic NI4A,atber Lelia Stalaitsm n.! ,! ; Merry "katers, The \la-v Vaughan I 24 (90 merry Winds, The Howes The ,,ernian .S 254 11' 6%4h l.)4 S 4 Moon's Reply, The ti A L Lane le :00 M,srning Louise st.i.knes* . ileurr floldeu Ifu,s 1:9 45 Morning Glories Abbie Farwell Biown 11,11t11 Morning song Anonymous G14/111.it Morning Song . . 11. 43 ...... ,23 War-yard A'tith7 en Lau; 43 Morning song . . 13t/orf film.: t12 ;5 ,My Kite Mary Vaughan . ,' Mae ."&-Nly Mother. Mary stanhope 1Y) Nato.e Coun-y Wordsworth . tot ly Playmate J. G. Whittier ..

10 Nature', Goodnight 113 1 i 5 37 Never say Fail . C. S. (...prarte s6 ia ...,..)New N ear's Days Celia Standish j -twiner 41 Nghtfall NII. Baum ederrc1 .el I ';ul.',Ir 1 an -Nobody Man, The Winthrop Packard . . Ft 139 7 C. B .1*.iniondJ r)ttobur Alice E Aden 33 . . A' I ryriyir S9 l' 1 rz r-M1 Cock. The Nathan Haskell Dole. S C1,.,,er 153 4. Old Folks at Home SC Poster 4Pt,1 zr, t - 3 70 a . sot. Waterman Old Glory . .. / T i'lfo, ,cr/ t o; 44 ....i Moon In the \ gnt . Jean Inuelow A',.r.I ir it 137 On tne Train Celia stanthsh j / 52 i Nen nh.n i 33 i 0 Tim, Boat Kai benne R He!, man . . Ka:her-we .1 52 i Zr:Z 36 f ettr Country r., rman 109 Our Countr)'s heroes 34 ii c,l, Ar , t 4 o t)ur :..., tool Hag .,trpia,r,i I so 4 i Over :hesea Celia ',tannish 7Ir.rI! 1: .-1/,',.,,, 4 it,-) 73 Owl, The German

Ittrty, N. Sor'-, ...tort Louise Vaughan D J Ile,s 6 Peaceful Nignt , ...... 2:7 If C'easant Voyage, A Louis C. Elson 1. 4 30 Pretty P:geon . . ndrea-Elmia 3 . . ,4e I'.') 32 Piss." W,Ilow ...... ,(. , Ru...e Miles , i,V1, I 57 'ass!, Willow 1.:zabeill Fouilse .

fir'awes 1,)1 31 Rain Mary -sianhope ...... ; (4 37 n b,e Fatwell Brown

,NENsmimmirammemmBEST COPY AVAILABLE 270 INDEX OF SONGS Teachers'?upila M PO,IIR Ed Ed. .kUTHOR C., line I'age Page

. . fienry "lolden Iluis i60 67 Ram Harp, The Frank Dempster Sherman 113 40 Reasoning Together 191 . W W t.://, irtrt 88 Robin s fourneN, The Celia Standish . i Tr, from the German . i Roo:re ./,,,,13 :43 i'.)se. 1 'le by A bbte Firweil Brown , t 1 k ) . ','9 13 Santa :,:aus Celia Standish Gounoi 26o ,ea. 't he /inter Stanicy 18 see saw , Mary Vaughan M L. Baum C Curia! r Snorter, The ...... HenryPul cell 196 93 2,Katzn4 ("S C"taut `,3 ts Sleeping Snots-Drops . Celia Standish It- (;,/,/,,,st 205 to7 SIhmt..er -song Cans Brook . l //,try K /./thilei 53 Is snow . S C CoAt So 20 Snonlill Battle. .\ . . Celia Standish . .Sc qubert 2f.) snos flake, A. song story Mary Stanhope . fames Stantei, ,-10 20 `30metimit Agnes Lee ,,'Cerslutch 166 71 .tsong-Bird's Fareisell, The H von Faliersleben 194 9t Song of the Bells . t... B&futon,: 230 Song of the March Wind \lice E. Allen Get m,tte 34 Song of the Tree M. L. Baum .4SNike 103 29 Song of he Top R SChurch 82 ts :nider Tailor, The .4SCatty 243 'ming T E,,lf,r,e// 106 31 spr:IN .s (....om.r.g English Chopin 219 npri: .4 ong Louis C Elson 71 7 "squirro. flee - Well Spring" \nonymous Germ 1:2 42 ',tar. The . JuliusAndre 113 39 Star; anonymous Nathan Haskell Dole it.';ff c;i:cirtst 33 19 stars . . s. Mary Stanhope ..V,.1 tiAert Star, and Flow2rs Samna 4 Yu .1a :09 112 Star Spangled Banner Ti:e ,7,incis sc)ct 1:,:s Gco. A rttzte 30 14 .'2.ory A Frank Dempster Sherman 1:6 44 z,urtuner 1out Nathan (1.1.si,.ell Dole 1fendelssohrt 249 .'"umni:r Day, Lows C Elson , Grzer 259 Sunset Mary Stanhope R.ireA-erizu 74 9 sunn"-e Anonymous . I ;1' E..1^' /clan 64 2 3u ml.. %-, , gar,rny :33 'n%eet and 1,,),,v Tenn)5011 . . Robert Louis Ste%enson 1/ White 1:7 45 'rt,n,7,;'he . .'itnato,i , fide 11 Mary Stanhope . . Z`.,A.a14,ng

rte.,' Br, i':,-L2 1i 6 3a .11)Ine Farneil Pro in . Frederre .r!',r -one, T:le , .VSC.,,zse 65 3 1,0 kJ.p-oti:.r Samuel trt..,00dttcli C I;L.,Intort,ts 1 to rra, ,sg...Tr,7, D.,,, Mary atanhope L.dia Maria C:Iiirt 7e() /P, 'isle 15t or T1 0: .-..: .ivz; sol`2, a Mary Vaughan AI, :f ; I::, Hit 72 Thlnhs::1, ru:-10r.6-:. \ nonymous Fred,-t..-,,,' t Sm.' r, i 3 T. it, 4,' it I'd .)0 8, ?hie,' 251 I outs (_,. lson . (.../q: T., I C ,1 A'if 1,1teas 229 I',i s'1.- V r 1I.utru , goesI ee . Fre,:erl,I 14.1Thliarr 73 -7,-,.rli. ',ton, 1 - . e . (.7e.,,1Veir :Pe 98 20 ------..L:...'. ry>,2,ain . 55 . C /1Lciw,t,r; , r . I 7",zz.te 91 2t . Geo , jane TX. 'or I ,ii...-_-. 7 sink;e, I,,zie :rat C::,..7.-qe C Ifvent 1/4 34 ,,'I l!lid,,t,i Snow Grrride T 11 .ath

22 . .0tutA'!fel °Ian , Day . l'dna .... t;ertrrau 62 t Green. The lane 'avior

BEST COPY AVAILABLE INDEX OFSONGS '271 Teachers' Pupils' Fd Ed. Au-nina COMPOSFR Tzma Page Page A' 14, I,e i h III 35 Violet, The Jane Taylor Tr from Goethe ? tetiwre 245 Vtole:, The i by Abbie Farwell Brown . Frank 6 <.,:::1:lla.1 139 87 Voice orAiliftes, The Anonymous

C.' /.:Ci.itnc:ii 15 24 Wanderer The Old English Freimc I:%ifivita, d 179 Si .3 V astungton's Birthday "The Youth's Companion" !.rtts Diehl 21 Water Mill, 1 he Ad by Rose Miles V." ,t.rtc, a -47 4 ', Water Sprite, The Louise Vaughan ../I.8vii` 122 4,a Weicame ',Li'. . T D Miller Fanny .Y" Knowtion 32 Wit... Robin Told George Cooper Dr, i-tik :50 When \t', Mother Sings Louise Stickney S,,iri 1,111,111 :;6 'When the Cluldren Go Celia Standish F Am ie.,: 120 40 W hen the Day is Nearly Done Gabriel Setoun 1,,r! / ran: 232 When the Fair Spring Blooms Nile:a schatf), fr WartimI ;?n,,t,Psolt 30 Where to all the Daisies G,' , Anon\ mous A 1W11111 I5o 6t 1/4.,Vhite Bits of Down . . Mary Vaughan 11'1.1 il .1ICe.ich 102 29 . , -Ahv > 51 Robert 1.01.115 Stevenson Frederh- I ItldFili.',,,-,i 1._;,) Wind, The . . (5,J,II -eaue ^5 to Wind. The Caroline A. Mason II Armes 195 92 Winds. "Die 1t, L. Baum F A nc(ei: 177 79 Wind's zring, The M A L Lane \Vin:,,r!,t :Thmer, Th.: rohn B Tabb . Lr 71:Z; 23275 Winter 'uYe Song Germ-in rzubert :7 W.nie l..3.ii.iby Mary Webster c Frank Dempster Sherman L Garnor 167 72 Kenn Standish !-' l!:::)..:Tir, ntrIon ;52 62 1.17,eniz1 s ay Frank C.,Carden:an 107 32 V.01..,,lasic. The Gabriel Setoun

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Pao.. fear on dadatt. Oorroosa oa BoNica. 117IL is not always May ... .11. W. Longfellow 34 Lady-Bird. German 'Aeons 133 laughing with Sunlight J. A mire INDEX. 64 foaming to Sing 89 Little Boy's Dream, A 67 Little Doves, The . . . Rev.John Henry Hopkins 106 Lullaby. J U .Million] II, L. Hearts MIL POUTusSOUK(a. Our ManiOld Souses 38 Lullaby Song Lucy Creemer Peckham.. J. U. Nakn 1 America. . Rev. S. F. Swills ... Henry Carey 23 Marching 10 tied Time . . Mildred Travers Anderson 30 May Thne Walter II. Aiken Daniel Protheroe Jolts Hyatt Brewer is Bingo was his Name l'opular Melody 70 Merry are the Bells 1 Birdie's Valentine.. Sophia S. Bixby . Fannie L. G. Cole 88 Merry is the Gypsies 4 Catch Me ...... A J b'oxwell Frans Reiff . .Ellis IV ulton ...... H. B. Addison Life .... Cheer Up Miss mom, G. W. Chadwick Eva Best ...... 116 Mill, Th. i0 Chorus of Spirits....George Parley Charles Funtegn Alanney 98 Months, The KintliColeridge 2 Christmas Day ...... Alfred Scott Gutty B. L. Martz 109 Morn, The. JamesSneddon. I 6 Christmas Hymn, A .... Ile. A. Hunter. Duane Street 97 Mo g Bells . 10 Christmas Song . ....Adolph Moraht . Caroline W inchern 66 Morning Ilnuks, The Felix htendeissuhn-Bartkohly 2 Cottager's Lullaby...... W W GI/atrial 76 Morning Song I Cradle Song .. . . Geoive B. Nevin ...... German Folksong 136 Morning Hong 3 CricketCricket, The .. German Air ..... William Cowper . Anna Johnson 82 Mower's Song, The O Dance . . Eben E. Rexford Sophia S. Bixby...... 14 onnie L. (1. Cole 83 My Creed. O Dandeli .... sin time (!ruse W. A. nodoidon ...... Grace Wilbur Conant 60 My Little Pussy 4 Day Dawn .... 31 Norwegian Melody, A . Cart Warmish& 4 Ditfults.. 77 0, Bun, Bunny 1.abbit Lady Arthur Bill Carl Reineeks Dusting Day .Mildred Travers Anderson, Daniel Protheroe White Evening .... . 90 October Chat, Ali .... . Edith Austin Ev g `69 (hit. of Doors . Joseph L. Roeck; 1 Evening . 8 Pirnic, The Florence 'loam I Evening Hymn ...... 18 Pirate Story .. . Robert Louiecan:weapon Del Preiheros Franz Abt JosaniephL. Roeckel 1 Evening Star, The ..Ilofbin ..... Von Falleraleben Hobert Schumann 72 Playtime I Eveilsonie . Hamlin E. Cogswell 14 Primroses II. L. Marts I Ever Faithful . . ... 139 Rainbow, 'Me .J. lieble $ Fairy Painter, The Walter 11. Aiken 39 Returnof Spring $ Fairy Ring, The . Harriet Fairchild 1114sIgclt Margaret kulliven Lang . Old Tune 98 Robin, The IFlowers, The ...... Iti.he,t Louis Stevenson Carl &ow( le 61 Rabin Redbreast.... Old Cradle Song For Absent Friends.. .. . 131 Sailor Man, The) hristene Wood Didlivinkls ...... A. Mary A. N. Dobson Cart Reineeki Fox and (loose 82 Singing...... 1toliert Louis Stevenson Words adapted front the French B. Mansell Ramsey Gaelic Cradle Song. J. 11. //ohn 127 Sleep Little Child .... German Mehaly, A. Frans Muir 93 Slumber, lovely Child Giving l'hanks 94 Snow, The . Flan 'loan. Dr. Charles Vincent Frederic 11. Cowen (lad Quail Col bia . Rev. Belay C. McCook .... George B. Nevin 18 Snowflakes .. Good-by, Good-by to 28 Snowflake Daum, The Grace, Wilbur Comma Anna Johnson Simple' ...... William Allinglomi .1 ithur Horton 49 Snow-Time . Otani Morning, Iti'ibin .('harks E. Jackson 118 Songofthe Snowflakes.Arun ..William Arms Fisher Felix Meruklesolin llartholdy Good Night ...... F. A. Muth 62 Spring's Greeting Hedge Roses . 97 Stars, The ....Translated from J. W .Franz Schubert II. L. Hearts von Omit le 78 Stream, The ...... Byron Williams Hubby !form .. German. Folksong 89 S ..... mer Days Hot Crows Btu's . . cr Days are Com- ...... 92 Su Industry . . . . . Swedillt Folksong ing In the Joyous Spring ....E. .1. Gill.. Mel. Second Rd. 142 Mel Second Rd

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rAus. roar an Soma Y.. CoUrooKR OR Soma K. 119 Sing Ivy Nursery Song . .11. L. lluniz 103 Summer :An, TIM . . blary Hos itt 3 Summer-Tune WdLRmAllingliani Charles Fonleyn ilanney 28 Satirise Wakes the Lad., . ..4111ristain tieuigina Rosati ..... 11. Clough-Leigh:es 110 Thanksgiving. . . Anon 44 here was nu Ohl Wu- Ada J. Ala, se 111a11 Of I AY415 John Hyatt Brewer 109 Thy kingdom Collie Fialickl ItBevel-gal Alberto Randegyer 15 Twinkle, Twinkle, Little Star Jane Tolor .1. W. Elliott 73 Violet, Th... Adolph 81 knits (earl Ileinede 68 Waning Moon, The.. .1111 lugeluw . .. Charles Fonleyn Alanney 140 Washington W . A. llodplon 48 Welcome tel You, Birdie Richard Strauss 74 What Does Lita birdie 4rthur Fouts 80 WIWII LCAVVEI ADO . Florence (loan: Joseph L. Ilueelcel 79 Whistle and hue .... Anon 104 84 Winter Breakfast, A Lady hell 7 Winter Song, A 10 With Mother Florenee Hoare . . . . Joseph 1.. Rafael 26 Work null Play French Air 50 Yonder N'roin the Genoa,' of Lie tleahae II...... A niche Fellhensal

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