458 SECTIONAL TRANSACTIONS.—L. 
Most pupils enjoy this kind of analysis, and, while conducting it, uncon- 
sciously appreciate other elements. Dangerous to try to make children 
enthusiastic about works that are ‘ beyond’ them (though often surprising 
what is not beyond them) ; begin with works of obvious appeal. Children 
grow out of literature as they do out of clothes. 
(ii) At University. The problem quite different. Here one has to try 
to teach criticism. Most students at first flounder hopelessly (more perhaps 
than in any other subject), because they have no idea what they are trying 
to do. Help the student by discussion and argument to analyse his own 
‘reaction’ in progressively greater detail, from ‘I like (or dislike) this ’ 
through ‘ why ? is it the structure, or the sound or the sense ? is the appeal 
to the senses or the emotions or the intellect ? ’ to a reasoned and considered 
judgment. The best type of literature for early ‘ exercises in criticism ’ 
is drama, since the questions that a student can propound to himself about 
a play are more varied and cleaner-cut than with, say, a lyric, and it is easier 
to get a comprehensive view of a play than of a novel or a long narrative 
poem. 
Music :— 
Prof. F. H. SHERA (10.50). 
Appreciation defined as evaluation leading to intelligent enjoyment. 
Music defined as a communication presented by the composer to the listener 
in the medium of ordered sound. 
The necessity of training in aural discrimination, and of the cultivation 
of the musical memory. ‘The uses of melody writing. 
The post-primary study of musical forms and the history of music. 
Song-forms the basis of independent instrumental music. Study of the 
Rondo, Minuet, etc., leading to the symphonic ‘ first movement.’ The 
question of Opera. 
Method and apparatus.—Analysis, synthesis, and the use of ‘ bad ’ music. 
School pianos and gramophones. ‘The problem of the non-pianist teacher. 
The teaching of history: knowledge of environment more important 
than knowledge of biographical details. The difficulty of correlation with 
the ordinary history lesson. 
Choral Societies and Orchestras: the importance of learning by doing. 
School libraries of music. 
Reasons for the systematic teaching of appreciation : economy of time, 
wider dissemination of enjoyment, the abundance of music to be heard. 
Two dangers. 
How far can esthetic discrimination be taught ? A vague impression 
can be made more distinct. 
The aim : to increase the number of intelligent amateurs. ‘The problem 
of the supply of competent teachers. Conclusion. 
Mr. HERBERT WISEMAN (11.20). 
Musical education—three aspects—children should learn (a) to read 
music ; (b) to interpret music ; (c) to listen to music with intelligent love— 
all necessary for complete appreciation. 
Reading implies four-fold mental effort: (1) appreciation of pitch; 
(2) appreciation of rhythm; (3) vocal facility; (4) speed of visual 
recognition. 
Interpretation mainly through songs. The child should gradually build 
up a sense of style and learn to discriminate between types and to grasp 
