III
The Musical Education That Educates
There is a musical education that educates, a musical education that refines, strengthens, broadens the character and the views, that ripens every God-given instinct and force. It arouses noble thoughts and lofty ideals; it quickens the perceptions, opening up a world of beauty that is closed to the unobservant; it bears its fortunate possessor into a charmed atmosphere, where inspiring, elevating influences prevail. Its aim is nothing short of the absolutely symmetrical development of the spiritual, intellectual and physical being, in view of making the well-rounded musician, the well-balanced individual.
The profits derived from a musical education are proportionate to the investment. Careless work, an utter disregard of principles, in other words, a mere dabbling with music, will afford but superficial results. It is precisely the same with a haphazard pursuit of any branch of art, science, or literature. Through music the soul of mankind may be elevated, the secret recesses of thought and feeling stirred, and every emotion of which the individual is capable made active. In order to attain its full benefits it is imperative to use it as a profound living force, not as a mere surface decoration.
"The musician ever shrouded in himself must cultivate his inmost being that he may turn it outward," said Goethe. A true musical education provides culture for the inmost being. It tends to enlarge the sympathies, enrich social relations and invest daily life with gracious dignity. Those who gain it beautify their own lives and thus become able to make the world seem more beautiful to others. Those who are never able to give utterance to the wealth of thought and feeling it has aroused in their hearts and imaginations are still happy in possessing the store. After all, our main business in art, as in life, is to strive. Honest effort meets with its own reward, even where it does not lead to what the world calls success.
It has been said that he who sows thoughts will reap deeds, habits, character. The force of these words is exemplified in the proper study of music, which results in a rich harvest of self-restraint, self-reliance, industry, patience, perseverance, powers of observation, retentive memory, painstaking effort, strength of mind and character. To possess these qualities at their best abundant thought must be sown. Merely to ring changes on the emotions will not elevate to the heights. The musical education that educates makes of the reasoning powers a lever that keeps the emotions in their rightful channel.
Aristotle, who dominated the world's thought for upwards of two thousand years, attributed his acquirements to the command he had gained over his mind. Fixedness of purpose, steady, undivided attention, mental concentration, accuracy, alertness, keen perception and wise discrimination are essential to achievement. This is true of giant minds; it is equally true of average intellects. The right musical education will conduce to these habits. Musical education without them must inevitably be a failure.
Music study is many-sided. To make it truly educative it must be pursued from both theoretical and practical standpoints. It should include technical training which affords facility to express whatever a person may have for expression; intellectual training which enables a person to grasp the constructive laws of the art, its scope, history and æsthetics, with all that calls into play the analytic and imaginative faculties; and spiritual development which imparts warmth and glow to everything. Even those who do not advance far in music study would do well, as they proceed, to touch the art on as many sides as possible, in view of enlarging the musical sense, sharpening the musical perception, concentrating and multiplying the agencies by virtue of which musical knowledge and proficiency are attained.
"Truth," said Madox-Brown, the Pre-Raphaelite, "is the means of art, its end the quickening of the soul." Music does more than quicken the soul; it reveals the soul, makes it conscious of itself. Springing from the deepest and best that is implanted in man, it fertilizes the soil from which it uprises. Both beauty and truth are essential to its welfare. As Hamilton W. Mabie has said: "We need beauty just as truly as we need truth, for it is as much a part of our lives. We have learned in part the lesson of morality, but we have yet to learn the lesson of beauty." This must be learned through the culture of the æsthetic taste, a matter of slow growth, which should begin with the rudiments, and is best fostered in an atmosphere saturated with good music.