the legato, the staccato, etc.
Here is an example of a legato effect:
This example which derives all its expressive value from the ties, also brings out the value of the note:
We need, accordingly, a collection of musical selections in which the value of the notes is obvious and clear to such an extent that the children come to recognize the different values. This recognition must be obtained by ear through listening to the music, not by eye looking at the symbols while the teacher explains.
The 1/4 note always has a different musical content from the 1/16 note. A musical piece made up of the 16th or 32d notes has a character of its own (joy or agitation); and a piece made up of half or whole notes has likewise its peculiar character (religious, sad, impressive).
The same may be said of every musical symbol, the value of which is brought out by the note being played with that value and in reference to that symbol. It has been held that in playing for children and in copying music for the use of children the expression-symbols should be suppressed. We should observe that these signs of expression bear to the music the relation that punctuation bears to the written sentence; their suppression takes away all value from the notes. For example, the legato and symbols which indicate that difference (
