342 METHODS IN TEACHING 



exercise of reading the notes. If the exercises are sung in 

 phrases and with expression, it is not always necessary to 

 have words with which to express the emotion. The order 

 of the lesson should be varied frequently to prevent monot- 

 ony, and so that the children do not become weary and 

 inattentive by dwelling too long on any one feature. The 

 exercises should be selected to meet the needs of the class, 

 and when a difficult one is mastered needless repetition 

 should be avoided. 



Every morning session should be opened with singing, and 

 in the primary grades there should also be a closing song. 



The first lesson in the receiving class consists of a few 

 simple exercises for placing the tone and uniting the voices. 

 Then come the rote songs which are the 

 s principal feature of the lessons in the first 



year. These are chosen for a pleasing 

 melody and a strong rhythm. Words and music are pre- 

 sented at the same time. The rote songs for the primary 

 grades are selected with the utmost care so that the form of 

 the song is correct, the rhythm perfect, and the words suited 

 to the melody and within the comprehension of the children. 



As the lessons proceed the scale is taught, beginning with 

 the upper tone and singing down; then follow the simple 



intervals and the combinations of tones. 

 Scales 



Realizing that the ear is especially sympa- 

 thetic at this age, great care is taken to have tfye pitch of 

 every tone absolutely true and every interval thoroughly 

 fixed in the mind. From this simple beginning a course has 

 been outlined for primary, intermediate, and grammar 

 grades, so that a teacher knows what is required in music 

 from month to month, just as in all other branches. 



