When this new culture shall be appreciated for its whole worth, it will not be deemed extravagant for a whole family thus to devote their house, as well as their time, to make a Kindergarten the temporary home of a large company of children.
CHAPTER III.
MUSIC.
The first requisite to the Kindergarten is Music. The voice of melody commands the will of the child, or rather disarms the caprice, which is the principle of disorder. Two hymns are given in this Guide with which to commence school,—one being the [Lord's Prayer], set to cheerful music.
But there should be regular scale singing, and if conducted by a teacher of tact, a ten minutes lesson may be given every day, and the interest be kept undiminished. The first lesson should be preceded by the teacher's drawing on the blackboard a ladder of eight steps, and then saying to the pupils, "Now listen to my voice, and see how it goes up these steps." She then sings the eight notes very clearly, pointing to each step of the ladder; and runs her voice, with equal distinctness, down the descending scale. The children can then be asked to accompany the teacher in going up and down the ladder, singing the numbers 1, 2, 3, 4, 5, 6, 7, 8, instead of do, re, mi. There will doubtless be enough discords to be palpable to all ears, and these can be spoken of by the teacher, and a proposition made that every one who thinks he can go up and down the ladder alone, shall hold up a hand. Some may be able to do so, but a majority will fail. Some will not try at all.
The teacher can then say, "Now I am going to teach you all to do it,—one step at a time. Let us all sing one." The piano is struck, and teacher and pupils all sing one. "Now let us go up a step,—one, two." Let this be repeated several times. Then stop, and say, "Now I am going to strike one of these notes and see if you know it." Strike two, and ask, "What is that, 1 or 2?" There may be difference of opinion; in which case, ask all to "hold up their hands who think it is 2, and then all who think it is 1." Tell which is right, and say, "Now let us all sing 2." Then say, "Now let us go down that step,—2, 1; and now up again,—1, 2; now all hold up their hands who can sing 1, 2, 1?" Select one after another to sing it alone with the piano, and after each has tried, let all sing with the teacher 1, 2, 1, before another is asked to sing it. Then let all sing 1, 1, 1; 2, 2, 2; 1, 1, 1. Go on in this way till all the eight notes are learned. They will be able to tell these notes, when struck upon the piano, much sooner than they will be able to strike them with their voices. And other exercises, every day calling upon them to name notes struck,—at first one note, afterwards combinations of notes.
The following exercises were given in my Kindergarten in one year, which resulted in nearly all the children being able to sing them alone, and tell any notes struck.
1st.—1 2 1; 1 1, 2 2, 1 1; 1 1 1 1, 2 2 2 2, 1 1 1 1 2 1 2, &c.