11th.—1 3; 2 4; 3 5; 4 6; 5 7; 6 8; 8, 6; 7, 5; 6, 4; 5, 3; 4, 2; 3, 1.
12th.—1 3 5 8, 8 5 3 1; 1 4 6 8, 8 6 4 1; 1 8 8 1.
13th.—1 1, 3 3; 5 5, 8 8; 8 8, 7 7, 6 6, 5 5, 4 4, 3 3, 2 2, 1 1.
14th.—1 2 3 2 1; 2 3 4 3 2; 3 4 5 4 3; 4 5 6 5 4; 5 6 7 6 5; 6 7 8 7 6; 7 8 7 6 5 4 3 2 1.
15th.—1 2 1 2 3 3; 2 3 2 3 4 4; 3 4 3 4 5 5; 4 5 4 5 6 6; 5 6 5 6 7 7; 6 7 6 7 8 8; 8 8 8 8; 7 7 7 7; 6 6 6 6; 5 5 5 5; 4 4 4 4; 3 3 3 3; 2 2 2 2; l l l l; 1 8; 8 1.
Besides these ten minutes on the scale, (which should not occur next to singing the hymn, but after some other exercise has intervened,) it is an excellent plan to let the Kindergarten close with singing songs by rote. The words should be simple, such as "The Cat and the Sparrow," and other pretty melodies to be found in the Pestalozzian Singing Book and the many compilations prepared for children. For it is well for the child not to go out of the natural octave, and to have the words of songs adapted to the childish capacity. Besides this singing, the piano-forte should be used to play marches, as the children go from one room to another to their different exercises. "Order is Heaven's first law," and music is the heavenly voice of order, which disposes to gentleness and regularity of motion. As all the exercises change every quarter of an hour at least, this brings the marching to music as often; and it will last one or two minutes, sometimes longer. The children get accustomed to rise at the sound of the piano, and it will be easy to make them silent during the music, especially if it is hinted to them that soldiers always march in silence. Besides this, the piano is necessary for the gymnastics, and for the fanciful plays, which are always to be accompanied by descriptive songs.
A few songs and plays are given in this Guide which, if taken in turn, will recur not oftener than once in ten days. We subjoin a description of the plays.
I will finish this chapter by a translation from a notice of "Enseignement Musical, d'aprés Froebel, par Fred. Stern, prix, 2 francs: En vente à Bruxelles, rue de Vienne, 16, et à Paris, rue Fossés St. Victor, 35." "A man to be complete, should be master of linear and musical expression. Most of our education aims only to give him lingual expression; and drawing and music are considered accomplishments merely! The divine art which enables us to reproduce the human figure illuminated with the expression of the spirit, a mere accomplishment![C] Music, the melodious expression of our most intimate thoughts, the colored reflection of the heart,—a mere accomplishment!
"Life is sad, monotonous, earthy, without the arts. If a woman of the middle and higher classes especially, does not daily realize the higher life by knowledge of truth and love of beauty, what shall save her from the frivolity and ennui that gnaws away the heart, tarnishes the soul, and brings misfortune to the fireside? Every woman should be an artist, and make artists of her children, if she would do a woman's whole duty. Especially should the mother teach her children to improvise music, which can be done by pursuing this method.
"He commences by the study of the three sounds constituting the major triad, and, as in the model gamut, or gamut of do, there are three similar triads, three perfect major chords, do-mi-sol, fa-la-do, and sol-si-re, we begin naturally with the central chord, do-mi-sol, which we name the master chord; for, in the model gamut of do, it is around this, as around a centre, that the two other triads balance themselves, the lower fifth, fa-la-do, and the higher fifth, sol-si-re. We can show the unity of plan between these three established notes, in all the possible changes. We thus introduce a fine variety into the exercises, which permits the repetition of the same sounds and intervals, without causing fatigue or weariness to the child.