SUBJECTS PRESENTED IN PRELIMINARY PROGRAMME. 9 
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in the elementary schools for children aged 
five to fifteen years. 
In what grades of the elementary school 
should the children learn pieces of music 
by rote (or by ear only), and in what grades 
should they commence to learn to read 
nusical notation ? Discussion. 
In what grades or at what ages should 
pupils be required to take up part singing, 
or learn other parts besides the soprano or 
melody ? Discussion. 
What music is especially adapted to 
hildren from five to ten, and what from 
ten to fifteen years? What rule should 
zuide the selection from popular songs ? 
from classic composers? A discussion of 
the characteristics of the compositions of 
such song-writers as H. G. Nigeli, Fr. 
Silcher, C. H. Rink, Fr. Kuecken, and 
the higher classical composers, Beetho- 
ven, Mozart, Mendelssohn, Schubert, Von 
Weber, Handel, Schumann, Kreutzer, Abt, 
Haydn, Rossini, and others, who furnish 
the best selections for pupils in their 
fifteenth year and upwards. 
The feasibility of forming a library of 
pieces of music of permanent value for the 
different ages of youth—say, for example, 
selections from such composers as Nigeli 
for pupils from five to ten years, and from 
such as Mendelssohn for pupils from eleven 
so fifteen years. Discussion. 
The danger of confining the course of 
study in music for a too long period to 
reading and singing mere mechanical ex- 
areises devoid of artistic merit and empty 
of all thought and feeling. Discussion. 
The importance of including in the child’s 
musical course popular songs of a perma- 
nent character, such as the national patri- 
otic airs, the great religious hymns, the 
2motional utterance of pure sentiments, 
like love of home, friendship, generosity, 
industry, sobriety, eespect for others, self- 
denial, and general right doing. Discus- 
sion. 
General topic: The qualifications re- 
juisite for a teacher of vocal music. 
His knowledge of the physiology and 
aygiene of the vocal organs ; the degree of 
strain that the vocal chords will bear with- 
out injury, at the periods of growth from 
dve years to fifteen years. Discussion. 
His ability to accompany the voice with 
some instrument, say the piano or violin. 
Discussion. 
His knowledge of classic music and of 
the best course of study to lead up to it. 
Discussion, 
His knowledge of methods of instruction. 
Discussion. 
Is a knowledge of the higher science of 
counterpoint essential to the special teacher 
of vocal music, in view of the alleged fact 
shat if he lacks such knowledge he will not 
reable to direct the course of musical study 
wrogressively from the elements toward a 
ufficiently high goal ? Discussion. 
What musical studies in the great mas- 
ers should the teacher keep up from year 
o year for the sake of his own improve- 
aent and culture ? Discussion. 
General topic: The methods of teach- 
ng and learning vocal music. 
What are the respective functions of the 
egular class teacher and the special teacher 
if vocal music ? Discussion. 
The relative importance of correcting 
rrors in musical enunciation ; in keeping 
ime ; in proper expression ; in proper pos- 
are of the body; opening the mouth ; 
reathing ; in attempting to sing notes of 
yo high or too low a pitch for the degree 
f physical development. Discussion. 
The danger of laying too much stress on 
he mechanical part of singing, to the neg- 
ect of musical expression. Discussion, 
The systems of musical notation—tonic 
ol-fa—'‘ movabledo” and ‘* fixed do” sys- 
ams. Discussion. 
What pupils, if any, should be excused 
rom the musical exercises of the school- 
oom ? Discussion, 
TECHNOLOGICAL INSTRUCTION. 
Address by General Francis A. Walker, 
“resident of the Department. 
Thesis: How far do the technological 
«chools, as they are at present organized, 
iccomplish the training of men for the 
cientific professions, and how far and for 
shat reasons do they fail to accomplish 
heir primary purpose ? Discussion, 
General topic: Educational value of 
echnical study.” 
Thesis: Workshop practice as an edu- 
:ational means. Discussion, 
Thesis: The educational value of the 
tudy and practice of chemistry. Discus- 
s100n. 
Thesis: The early history and organiza- 
ion of the Sheffield Scientific School at 
New Haven. Discussion, 
Thesis : The educational value of lab- 
ratory work in exact measurement. 
Discussion. 
Thesis: The educational value of the lab- 
ratory study of electricity. Discussion. 
Thesis : The educational value of work 
n mechanical drawing and architectural 
rawing® Discussion. 
Thesis : Shop-work and drawing as a 
neans of developing slow pupils. Discus- 
ion. 
Thesis: The educational value of natural 
.cience. Discussion. 
Thesis: The educational value of applied 
nathematics, including engineering. Dis- 
ussion.