Dr. Tourjée, in 1851, at the age of seventeen, formed classes at his home, Fall River, Mass., for instruction in vocal and instrumental music. In 1859 he founded a musical institute at East Greenwich, where he greatly developed his method. In 1863 he visited Europe to gain information concerning the conduct of European conservatories, and upon the ideas thus secured he established the Providence Conservatory of Music, and in 1867 the New England Conservatory of Music in Boston. For a time he conducted both schools, then devoted himself exclusively to the latter. From its beginning the Boston institution secured the best masters available and gave a maximum of musical instruction at a minimum of cost. It has sent forth over the country thousands of accomplished pianists, organists, and vocalists, and, what is even more pertinent to the present subject, music teachers, trained in Tourjée's methods. After the founder died (in 1890), Carl Faelten acted as director, until in 1897 he founded a school of his own for instruction in the piano. No school of its kind stands higher in America.
In 1897 George W. Chadwick, the professor of harmony, composition, and orchestration, was made director of the New England Conservatory. For several years Mr. Chadwick had conducted the annual musical festivals at Springfield and Worcester, Mass., and his special attention was thereby directed toward great orchestral and choral performances by the students, whose number was mounting into the thousands. By the generosity of patrons of the Conservatory, especially Eben D. Jordan, president of the trustees, a large building was erected in 1902, containing facilities for instruction superior even to those of European conservatories, and an auditorium, Jordan Hall, whose large size and fine acoustic properties render it one of the important concert halls of the country, use as such being frequently made of it by visiting artists, to the great advantage of the students as well as the general public. The instrumental equipment of the conservatory is large, the collection of organs, including the pipe organ in Jordan Hall, which is one of the largest in the world, being especially notable.
The conservatory possesses one of the best working musical libraries in the country, a unique feature being the choral library of the Boylston Club (founded 1872) and its successor, the Boston Singers, which contains many copies of manuscript treasures in European collections. This library was a gift to the conservatory by George L. Osgood. The Boston Public Library nearby contains the Allen A. Brown collection of musical books and manuscripts, which is excelled in America only by the Congressional Library at Washington. Accordingly, the pupils of the conservatory have at hand every facility for acquiring a musical education which the most ardent student could desire. It is not surprising that among its three thousand and more students every one of the forty-eight states of the Union is represented, as well as a dozen foreign countries, even distant Russia and Turkey.
The curriculum of the conservatory has been generally described by Frederick W. Colburn in 'The Musical Observer' for July, 1913. Mr. Colburn, after mentioning special features, such as the conservatory orchestra of seventy-five members, affording the training and routine indispensable to professional performers whose ranks it is annually supplying, says: 'While the new is studied, the fundamentals are not lost sight of. All the courses have been planned to avoid turning out narrow and one-sided specialists. The management realizes that the professional musician has need of very broad and very correct culture. The students listen to lectures on the history and theory of music from such authorities as Louis C. Elson and Wallace Goodrich. The modern languages and English diction are taught by experts, several of whom are authors of their own text-books. The pianoforte instruction follows approved methods; it shows much of the influence of the late Carl Baermann, one of the most eminent of the German musicians who have settled in this country. The vocal instruction is along the lines of the old Italian method which has formed the voices of most of the world's great singers. The teaching of the organ accords with the practice of the best German and French organists. In all departments there is present the idea of thoroughly grounding the student in the essentials of musical art and of avoiding easy, ready-made and get-culture-quick methods.'
The Boston Conservatory, second in the list of five founded in 1867, was organized by Julius Eichberg, a distinguished German violinist and composer, who had been, since 1859, director of the orchestra at the Boston Museum. This speedily won and long maintained a high reputation, particularly for instruction in the violin, on which subject Eichberg prepared a number of valuable text-books.
The Cincinnati Conservatory of Music was founded by Clara Bauer, who still is active in its management, having charge of the home for the female pupils. This was the first conservatory in the country to establish a residence department—indeed, its group of buildings and park-like grounds give the conservatory a truly academic aspect possessed by few institutions of its kind that are situated in cities. Miss Bauer, however, recognized from the beginning that the all-important element of a conservatory was its teaching force. She secured representative talent in the various branches of music from the various European musical centres, thereby securing warm approbation of the institution from foreign musical artists and critics. The faculty now numbers sixty members; it contains artists notable for excellence in every branch of musical arts and pedagogy. General cultural studies, such as dramatic art, literature, and modern languages, are conducted with special application to their relation to music.
The Cincinnati Conservatory was the first to conduct a summer music school. The sessions have been uninterrupted since 1867. Attended largely by music teachers, they have greatly advanced the cause of musical education in the territory tributary to the city.
The Oberlin Conservatory of Music, at Oberlin, presents so many object lessons of musical pedagogy that it demands rather extended treatment here.
In the first place, the institution had a natural origin: it was formed to teach psalmody to a religious community and, in growing beyond this limited field by adding one musical feature after another as the developing taste of the people demanded, it typifies the history of music in the nation. Secondly, the conservatory has a proper environment. It was planted in a soil already enriched by culture, Oberlin being the seat of a college distinguished for progressive ideas and high ideals, the reaction of which upon musical work is always inspiring—indeed, is essential to the highest achievement. Thirdly, the Oberlin Conservatory has a proper organization. It is a social democracy and thereby calculated to produce that free and fraternal spirit which is the soul of art. Young men and women meet on equal terms and there are no distinctions among them based on wealth or nationality or even race, Oberlin having been the first college to include negroes among its students. Lastly, the conservatory has a sound program and is living up to this as well as could be expected in view of the pressure exerted on all 'schools of the people,' to supply immediate demands. It believes in constructive work, in learning by doing. Thus it regards a practical knowledge of the science of musical composition as necessary to an intelligent appreciation of musical masterpieces, and to this end has established a course in theory and composition which requires four years of hard study and assiduous practice. The class system of instruction is the one adopted as the chief method, it being supplemented by private instruction.
Dr. Florens Ziegfeld, a distinguished German pianist, still conducts (1915) the conservatory which he founded in Chicago—the last of the five started in 1867—under the name of the Chicago Academy of Music, and which is now called the Chicago Musical College. The institution was burned out in the great fire of 1871, but with indomitable courage Dr. Ziegfeld at once secured new quarters and continued his classes. The course of study was steadily enlarged until now it includes every department of music and the principal modern languages, the faculty being one of the strongest in the country, comparing favorably with those of European conservatories. By authority of the State of Illinois the college grants music teachers' certificates and confers musical degrees. The college is finely situated on Michigan Boulevard, overlooking Lake Michigan and Grant Park. It contains a concert hall seating 1,000. A student orchestra of seventy members is maintained, affording practical training in conducting and ensemble playing.