| |
| INTRODUCTION |
| |
| CHAPTER I |
| WHAT IS MUSIC? |
| I. | Distinction between Music and the Other Arts | [1] |
| II. | The Elements of Music | [6] |
| III. | The Significance of Music | [13] |
| IV. | Beauty is Truth, Truth Beauty | [18] |
| |
| CHAPTER II |
| MUSIC FOR CHILDREN |
| I. | Training the Sense for Beauty | [26] |
| II. | The Value of Singing | [36] |
| III. | Current Methods of Teaching | [41] |
| IV. | What should Children sing? | [45] |
| V. | The Fallacy of the Inevitable Pianoforte Lesson | [50] |
| VI. | The Real Goal | [56] |
| |
| CHAPTER III |
| PUBLIC SCHOOL MUSIC |
| I. | Ideals of Public School Education | [61] |
| II. | The Value of Music in Public School Education | [68] |
| III. | False Methods of Teaching | [74] |
| IV. | Good or Bad Music | [83] |
| V. | Attempts at Reform | [91] |
| VI. | Other Activities in School Music | [97] |
| |
| CHAPTER IV |
| COMMUNITY MUSIC |
| I. | Music by Proxy | [103] |
| II. | Our Musical Activities | [108] |
| III. | What we might do | [117] |
| IV. | An Experiment | [129] |
| V. | Music as a Social Force | [134] |
| |
| CHAPTER V |
| THE OPERA |
| I. | What is Opera? | [145] |
| II. | Opera in the Old Style | [149] |
| III. | Wagner and after | [158] |
| IV. | When Music and Drama are fitly joined | [166] |
| V. | Opera as a Human Institution | [175] |
| |
| CHAPTER VI |
| THE SYMPHONY |
| I. | What is a Symphony? | [179] |
| II. | How shall we understand it? | [187] |
| III. | The Materials of the Symphony | [196] |
| IV. | Tone Color and Design | [210] |
| |
| CHAPTER VII |
| THE SYMPHONY (Continued) |
| I. | The Unity of the Symphony | [216] |
| II. | Stages of its Development | [226] |
| III. | Chamber Music as an Introduction to Symphonies | [234] |
| IV. | The Performer and the Public | [237] |
| |
| CHAPTER VIII |
| Conclusion | [241] |
