Kitabı oku: «Lippincott's Magazine of Popular Literature and Science, Vol. 22, August, 1878», sayfa 13

The great composers and renowned performers are cited as examples of what the ordinary methods have accomplished. No, replies Chevé: they are exceptional organizations. The methods have not produced them. They have, on the contrary, arrived at their proficiency despite the methods, while thousands fail who might reach a high degree of excellence but for the obstacles presented by a false system to a clear understanding of the theory of music, which in itself is so simple and precise. In the study of harmony especially, says the same authority, does the want of a clear presentation of the theory produce the most deplorable results. It has made the science of harmony wellnigh unintelligible even to those called musicians. Ask them why flats and sharps are introduced into the scales; why there is one sharp in the key of G major and five in B major; why you spoil the minor scale by making it one thing in ascending and another in descending—that is, by robbing it of its modal superior in ascending and of its sensible in descending. They will in most cases be unable to answer, for neither teachers nor textbooks explain. The catechisms found in most of the elementary works upon music are replete with stumbling-blocks to the young musician. Mr. R. H. Palmer, author of Elements of Musical Composition, Rudimental Class-Teaching and several other works, says in one of his catechisms that "there are two ways of representing each intermediate tone. If its tendency is upward, it is represented upon the lower of two degrees, and is called sharp; if its tendency is downward, it is represented upon the higher of two degrees, and is called flat. There are exceptions to this, as to all rules." This is deplorable. Music is a mathematical science, and in mathematics there is no such thing as an exception to a rule. But to quote further from the same catechism: "A natural is used to cancel the effect of a previous sharp or flat. If the tendency from the restored tone is upward, the natural has the capacity of a sharp; if downward, the capacity of a flat. A tone is said to resolve when it is followed by a tone to which it naturally tends." How long would novices in the science of music rack their brains before they would comprehend what the teacher meant by a tone tending somewhere "naturally," or by the tendency of a restored tone being destroyed by the "capacity of a flat"? The same writer, speaking of the scale of G flat, says it is a "remarkable feature of this scale that it is produced upon the organ and piano by pressing the same keys which are required to produce the scale of F sharp." This is precisely equivalent to saying that it is a remarkable feature that the notes C, D, E, F are produced by pressing the same keys which are required to produce do, ré, mi, fa.

One more citation from the same author. Speaking of the formation of scales, he says: "Thus we have another perfectly natural scale by making use of two sharps." This vicious use of the term "natural" is deplorable, because it is apt to give the pupil the notion that some scales are more natural than others. A certain note is called "C natural," and it is not uncommon for learners to suppose that it is easier or more natural to sing in that key, as it is easier on the piano to play anything in it because only the white keys are used, while in any other at least one black key is required. Indeed, a pupil may study music a long time before he finds out that there is no difference between flats and sharps, as such, and other notes—that all notes are flats and sharps of the notes a semitone above and below. Seeing the staff of a piece of music armed with half a dozen sharps or flats, the first thought of the pupil is that it will be rather hard to sing. And many really suppose that flats and sharps in themselves are different from other notes—a little "flatter" or "sharper" in sound perhaps—and secretly wonder why their ear cannot detect it. Of course it may be said that there is no necessity for pupils to have such absurd notions, but it is inevitable where the theory of music is made so difficult for the beginner. No doubt the ambitious and naturally studious will delve and dig among the rubbish of imperfect textbooks, analyzing and comparing the explanations of different teachers, until order takes the place of chaos; but textbooks should be adapted to ordinary capacities, and thereby they will better serve the needs of the most brilliant.

Fourth. The memory should never be drawn upon except where reasoning is impossible.

In science you have general laws, and from these deduce particular facts depending upon them, but collections of facts and phenomena without connection you must learn by heart. The extensive and involved nomenclature of music, added to the complicated and inconsistent system of notation, is a continual and exhausting strain upon the memory. Teachers commence their drill in vocalization, as a rule, with the scale of the key of C, and the pupils, fired with a noble ambition to become musicians, make a strenuous effort to remember where do, ré, mi and the other notes are placed on the lines and spaces of the staff. Presently the "key is changed," and with that change comes chaos. All the notes are now on a different series of lines and spaces. The confusion continues until the series of seven notes is exhausted. Then come scales with new names, commencing upon different notes (flats and sharps), but with places on the staff identically the same as others having different names!

Long before this point is reached by the pupil his courage flags, his ambition cools, and in the greater number of cases dies out altogether. To be sure, if he has the rare courage to persist he will come to recognize the notes of any key, not by the number of lines or spaces intervening between them and some landmark, but by their relative distances from each other measured by the eye. But this requires long practice. At first he must remember if he can, and when he cannot he must count up to his unknown note from some remembered one. It is, at best, a labor of Sisyphus. With many people—bright and intelligent people, too—it requires years of practice to read new music at sight even tolerably readily; for it is not simply a question of learning the notes, difficult as that may be: there is a further difficulty, and to many even a greater difficulty—that of the measure. Not the number of beats in a measure or bar and their proper accentuation—this is but the alphabet of time—but to group correctly and rapidly the fractional notes, rests and prolongations in their proper place in time. In very rapid music this becomes an herculean task, requiring long-continued and arduous practice. It is not simply a question of nice appreciation of rhythm, but of mathematical calculation, to know instantly and unhesitatingly, for example, that one-sixteenth, one half of one-sixteenth and one thirty-second added together equal one-eighth—that is, one-third of the unit of time or beat in six-eighths time.

Any one can see that such mental feats, ever varying as they are in music, and demanding instant solution at the same time the attention is given to the intonation, style, etc., must require an exceptional temperament and natural capacity. The fact is, it is beyond the power of most musicians. They must practise their instrumental and vocal music, and learn it nearly "by heart," before they attempt to perform it for others.

The writer of this has attended a class taught by one of Chevé's pupils, and can testify to the efficiency of the method, though the lessons were a very modest attempt to exemplify the perfection of the system. The lessons of M. and Mme. Chevé were divided into three parts: first, a drill in the principles of the theory of music; second, singing scales and exercises; third, drills in "reading time," beating time, analyzing time, etc., ending with some diverting "round" or "catch" or some exercise in vocal harmonies. On their method of teaching time, more than on any other part of their system perhaps, did the grand success of the Chevés depend. Rhythm was always taught separately from intonation, it being contrary to their principle to present two difficulties together before each had been mastered alone.

The first grand law of Galin's system is that every isolated symbol represents a unit of time or beat, whatever the measure. For example:

The second law is that the various divisions of the unit of time are always united in a group under a principal bar, and such a bar always contains the unit of time—never more, never less. To illustrate:

Here the units of time—the numeral, the dot and the cipher—are divided first into two equal parts, and then into three. In both cases the groups represent units of time—one beat of a measure—according to the rule. It will be noticed that the form of the notes is the same whether whole or divided into fractions; that is, there are no different forms for "crotchets," "quavers," "semiquavers," etc., the expression of time being better provided for. Thus, halves or thirds are indicated to the eye by a single bar surmounting two signs for halves, three for thirds. If the halves or thirds have in their turn been divided by two, then the principal bar covers two little groups of two signs each; if the halves or thirds have been divided by three, then each principal bar covers two or three little groups of three signs each.

Nothing could be more simple than this. The eye has always before it, separate and distinct, the unit of time or beat; and the mind apprehends instantly the number of articulated sounds, prolongations or silences (rests) that must be sung or played during that beat. The eye has no hesitation, the mind no calculation, as to what note commences or ends a beat. Even the most modest student of music will see the immense advantage of this. Nor is there any need for the multiplicity of fractions to express different kinds of time. The moment the eye rests upon the score the student knows the measure as definitely and certainly as he knows the letters of the alphabet.

"And is this all there is in this system of notation?" some one will ask. Practically, Yes. There are the symbols of intonation, the numerals and the dot—the dot below or above the notes showing the octave ( ); the two diagonal lines indicating flats or sharps ( ); the horizontal bar indicating the time ( ); and the vertical line or bar dividing the measures ( 1 2 3  | 4 3 2  | ).

The following is the air "God Save the Queen!" or, as we call it, "America," written in this method. The lower line, of course, is the alto:

KEY OF G.

It will be noticed that the dot in the second measure which prolongs the note si ( 7 ) is not placed against it, as we are accustomed to see it. It is carried forward into the second beat, where it belongs. There it is grouped with the note do ( 1 ), and occupies one half of that unit of time; for all the signs grouped under a line or under the same number of lines are equal in time to each other, the same as all isolated signs are. In the sixth measure the dot is isolated; therefore it fills the whole beat, while the following beat is represented by a rest ( 0 ). In two of the measures there are groups of two notes. Each of the notes in these groups of course equals in time half of an isolated note, for each occupies half the time of one beat.

The French say déchiffrer la musique—to puzzle it out, to decipher it, as one would say of hieroglyphs on an Egyptian sarcophagus. The term is well chosen. The causes of the obscurity of musical notation are numerous, but the most prolific is undoubtedly expressing time by the form of the symbols of sound. In slow movements, and where only few modulations occur, this does not seem to be a serious objection; but in the rapid movements of compound time it becomes insupportable—at least after one has learned that there is a better way. An example in ⁶⁄₈ time—six eighth-notes to the measure—will illustrate this:

Here each triplet fills the time of one-third of a beat; that is, three-sixteenths equal one-eighth, according to the sublime precision of the old notation! But then no such thing as a twenty-fourth note is in use: three twenty-fourths would just do it! This is a part of a vocal exercise. The learner would have to divide each beat into three parts each, unless very familiar with such exercises; and one of these divisions would fall on a rest, another in a prolongation, another in the middle of an eighth note. In the new method see how the crooked places are straightened:

It "sings itself" the moment you look at it, after a little study of this rational notation. Note also that there is no mathematical absurdity here: the division is logical, and yet the air is perfectly expressed in every particular.

The mastery of time in music is at best an arduous task, yet teachers of music, as a rule, expect their pupils to learn it incidentally while studying intonation. They give no special drill in pure time at every lesson; and the result is that army of mediocre singers and players who never become able to execute any but the very simplest music at sight. They may know the theory of time, may be able to explain to you clearly the divisions of every measure, but this is not sufficient for the musician: he must decipher his measures with great readiness, precision and rapidity, or he never rises above the mediocre. The ambition to excel without hard labor is the bane of students of the piano especially. It leads them to muddle over music too difficult for them; finally, to learn it after a fashion, so that they may be able to "rattle and bang" through it to the delight of fond relatives and the amazement and pity of severe culture. Not that we should have consideration for all that passes for severe culture and exquisite sensitiveness among musical dilettanti. In no field of art is there so much affectation, assumption and charlatanry as in music. Some years ago a musician in New York of considerable reputation refused to play on a friend's piano because, as he said, it was a little out of tune and his ear was excruciated by the slightest discord. The lady wondered that the instrument should be out of tune, as it was new and of a celebrated manufacturer. She sent to the establishment where it was made, however, and a tuner promptly appeared. He tried the A string with his tuning-fork, ran his fingers over the keyboard, declared the piano in perfect tune, and left. That evening the musician called, and was informed that a tuner had "been exercising his skill" upon the instrument. Thereupon he graciously condescended to play for his hostess, and the sensitiveness of his ear was no longer shocked. She never dared to undeceive him, but mentioned the fact to another musician, a violinist, who exclaimed, greatly amused, "The idea of a pianist pretending to be fastidious about concord in music! Why, the instrument at its best is a bundle of discords." Both of these musicians were guilty of affectation; for, although the piano's chords are slightly dissonant, the intervals of the chromatic scale are made the same by the violin-player as by the pianist. What right, then, has the former to complain? To be sure, the violinist can make his intervals absolutely correct: he can play the enharmonic scale, which one using any of the instruments with fixed notes cannot do. But does he, practically? Does he not also make the same note for C sharp and D flat? The violinist mentioned of course alluded to the process called equal temperament, by which piano-makers, to avoid an impracticable extent of keyboard, divide the scale into eleven notes at equal intervals, each one being the twelfth root of 2, or 1.05946. This destroys the distinction between the semitones, and C sharp and D flat become the same note. Scientists show us that they are different notes, easily distinguished by the ear. Representing the vibrations for C as 1, we shall have—

each note being increased by one twenty-fourth of itself, or in absolute vibrations—

[* 'Opus Chords' font was used for the sharps and flats. If this is not available, click a sharp or flat note to see an image (transcriber).]

This is the enharmonic scale, having twenty-one notes. The chromatic has eleven, and the name—it may be remarked in passing—is from the Greek word for "color" χρωμα because the old composers wrote these notes in colors, and had them so printed. Not a bad idea, surely: many a learner on the piano would be overjoyed to see all the ugly flats and sharps on the staff in brilliant holiday dress.

There is no reason at this day, when science in all fields is making such progress, why the ordinary music-teacher should have so limited a knowledge of his subject. He should be able to explain the fundamental principles of the different scales upon the theory of vibration, and to so educate the apprehension of his pupils that they will not be content with the imperfect catechisms of the music-books in vogue. And with the adoption of a rational system of writing music, which will reduce the time and labor of learning it to one half, there will be time for the niceties of a science of such vast importance to the culture—and, indirectly, to the moral progress—of the world.

MARIE HOWLAND.

SAMBO: A MAN AND A BROTHER

"But," I said eagerly, "you do not deny that slavery was a curse to the country—to Southerners most of all?"

"My dear fellow," said Captain S–, knocking off the ashes from his cigar, "don't go into that! We were talking about negroes, not about slavery. I suppose," he added meditatively, "there are not many men in the country who have faced more of the negro race than those of us who spent some part of our term of service in the Freedmen's Bureau. Imagine settling disputes from morning till night between negroes and between negroes and whites! If you abolitionists—as you called yourselves before the emancipation—want to have some of the romance and sentiment of negroism dissolved, live amongst them for a time."

"You were in Virginia?" I said.

"Yes, but the negroes there are a better class than in the States farther South and more remote from cities."

"How better?"

"Well, more intelligent. To see the deepest ignorance you have to go to the cotton-plantations, miles in extent, where men, women and children have been born and have died as cotton-pickers. Of course I am not now speaking of the freedmen as they are, for it is ten years since I was on duty in G–, Mississippi, where all the horrors of freedom were first revealed to the poor creatures."

"'Horrors of freedom!'" I repeated.

"It meant starvation to many, and intense suffering to others. Turn out a nursery of children of five years old to care for themselves, and they will fare better than many of the grown men and women of whom I knew in my Southern experiences."

"You relieved G–of the —th regiment?" I said.

"Yes, and I often think of our meeting at the dépôt. He had about two minutes before taking the train to Vicksburg. 'Cap,' he said, 'go to Sim's to board. Real Southern hospitality, and his wife's a mother if you are sick—bound to have bilious fever, you know. And, Cap, those confounded niggers think the Bureau is bound to back them up, right or wrong, and in about ninety-nine cases out of a hundred they're wrong. Clerk's got the reports and papers.'"

"Well?" I said.

"He was right. The way those planters allowed the negroes to impose upon their good-nature and true generosity confounded me. I went to relieve an oppressed race, and, by Jove! I was inclined to consider the planters in that light."

"But I don't understand."

"I'll show you. When the planters found they could still have the practised slave-labor in the cotton-fields by paying fair wages, they made contracts with the negroes by the year. It was my fortune to be the referee on all disputes on the accounts of the first year of such contracts, and I solemnly declare the liberality and consideration of the planters would astonish the hard-fisted business-men of some of our factories. They knew the improvidence of the race, and out of regard for them, instead of paying them in money, they allowed them to obtain goods in their names at the leading stores. Almost invariably these bills exceeded the amount stipulated for in the contract, but I never knew one case where the employer made the negroes work out their debt. When I would tell them how the accounts came out, they said: 'Well, captain, let it go: I'll pay the bills. These poor fellows do not understand the use of money yet.'

"But the negroes had the laws of possession, the rights of freedom and privileges of slavery in such a hopeless muddle that no Gordian knot ever required more patience than an effort to enlighten them as to their rights and wrongs. The only limit set to their credit at the stores was that the purchases were to be confined to food and clothing. Without any idea of money or economy, they were wasteful, and heard with long faces that the pile of money they confidently expected was awaiting them had already been spent. Conversations like the following occurred many times a day:

"'No money, Mars' Cap'n? Why, ole mars' he done 'greed to gib me fou' hund'ed dollars dis year, an' I done worked faithful, Mars' Cap'n; an' now I ain't to have nuffin'!'

"'But you have had nearly five hundred dollars.'

"'Clare to Goodness, Mars' Cap'n, I ain't had one cent—not one cent.'

"'But you have had it in meal, bacon, calico and other goods at the store.'

"'But dey allers gives a nigga his food and clothes, Mars' Cap'n—allers. We ain't got to pay for dat ar, for sure?'

"'Yes. Now you can earn your own money you must pay for your own food.'

"'But dey nebber does—nebber! And dar's only de ole 'ooman an' two picaninnies. Dey's nebber ate fou' hund'ed dollars up in a year.'

"'But you have had a suit of clothes, and there is calico charged to you.'

"'But we ain't got to pay for clothes? Dey allers 'lows a nigga two suits a year—allers?

"And much argument failed to convince the poor fellows that food and clothing were no longer to be had for nothing, the usual end of the discussion being, often with great tears rolling down the black faces, 'An' I was promised fou' hund'ed dollars! Ole mars' done promised dat ar, an' I've jes' worked dis whole year for nuffin'.'

"Their perfectly childlike faith in the promise of their old masters made their disappointment more acute than can be imagined by those who are used to the close bargains driven with the working community farther North. 'Ole mars'' represented to them their sole idea of vast wealth and power, and was usually almost worshipped.

"I do not deny the many horrible exceptions, the shocking cruelties, that blot the records of slave-life; but I do maintain that they were exceptions, and that nine cases out of ten—nay, more than that proportion—that came under my personal observation proved that a sincere love existed between masters and slaves. In many instances I saw planters impoverished by the war supporting old slaves or whole families in absolute idleness, simply because the poor creatures, after a short trial of freedom's vicissitudes, had come back to 'home an' ole mars',' and he had not the heart to turn them away.

"One woman, whose circumstances I knew, came to me for a pass to go North.

"'But, Kate,' I said to her, 'you are much better off here than you can be at the North.'

"'Done got nuffin' here,' she asserted positively.

"'You have that little cabin Mrs. H– allows you to live in.'

"'Sho' now, Mars' Cap'n, 'course I has.'

"'But at the North you will have no house unless you can pay for it.'

"'Pay for it! Why, don't they gib deir niggas a cabin?'

"'No. You may get a room, but you will have to pay so much a week to be allowed to live in it. And Mrs. H– lets you have your food too.'

"'But dey'll gib a nigga her food, cap'n—nebber make her pay for a han'fu' of meal an' a lash o' bacon?'

"'You will have to pay for every mouthful. And it is cold there too, Kate—very cold at this time of the year. You will have to buy clothes or freeze to death.'

"'But dey'll 'low me two suits?'

"'Not unless you pay for them. And work is not plenty, Kate, for the cities are crowded with negroes who were discontented here. Suppose you cannot get work, you will have no cabin, no food, no clothes.'"

"Did you convince her?" I asked.

"No. She said to me, 'Guess you's mistaken 'bout dat ar, Mars' Cap'n. Dey mus' gib deir niggas a cabin an' a bite, you know; and dey makes piles o' money. And sho' now, Mars' Cap'n, all de free folks is rich—dey mus' be. Nobody's po' dat's free.'

"You see," he added earnestly, "they did not know what freedom meant. It was a gorgeous vision of doing as they pleased, unlimited riches and idleness. They could work or not: whether they starved or not, they had not taken into consideration. Freedom came upon them too suddenly, and they had no idea of personal responsibility."

"But," I said, "they could form families, be free to keep their children."

To my surprise, Captain S– began to laugh. "Of all the ludicrous scenes I remember," he said, "none were funnier than those occasioned by the new ideas of matrimony. I remember one pretty pouting mulatto about eighteen who came with a tall, powerful negro to the office for a marriage license. They were married in the church, and some few words were spoken of the solemnity of the bond between them. In about two weeks the bride burst into my office one morning, followed by her husband. 'Mars' Cap'n,' she said, 'can't I go home ef I choose?'

"'Certainly,' I said.

"'Dar, you nigga!' she said. 'I's gwine home dis bery day.'

"'But, Mars' Cap'n,' said the man, 'the minister said she was to lib 'long o' me fur allers.'

"'Oh,' I said, 'she wants to leave you?'

"'Jes' fo' sure I does! I'se gwine home: I done tired o' bein' married, I is. I'se gwine back to ole missus.'

"'Does your husband treat you badly?' I asked.

"'Nebber, Mars' Cap'n,' said the man earnestly. 'I done make the fire ebery mornin', an' cook her a hoecake 'long o' my own, so dat gal sleep half de day. An' I done give her two pair earrings.'

"'What do you complain of?' I asked the bride.

"'Sho' now, Mars' Cap'n, I ain't a-complainin'; only I done tired o' dat nigga, an' I'se gwine home.'

"It was wasted talk, I found afterward, that I spent in trying to convince her of her duty to her husband. They left the office together, but the bride disappeared, and the disconsolate husband never found her, to my knowledge. One of the neighbors told me, 'He jes' spiled dat gal, Mars' Cap'n, a-lettin' her have her own way all de time. My ole woman ain't wuff shucks if I don't ware her out 'bout onct a week.'

"'How do you wear her out?' I asked.

"'Jes' wif a stick, Mars' Cap'n. Women ain't good for nuffin' 'less you give 'em a good warin' out when they gits sarsy.'

"And I found afterward that this man beat his wife till she fainted about once a week. The best of the joke was, that when I remonstrated with him the woman told me she 'didn't want no Bureau 'terference with her ole man!'"

"But, Cap," I said, "you cannot defend the custom of tearing children from their mothers?"

"No," he said gravely: "it hardened them. I have been as soft-hearted as any man over the supposed maternal anguish of negro women, but I assure you, old fellow, my own observation quite cured me. It may be there are cases, such as we weep over in Uncle Tom's Cabin, but my own experience shows not one. I think the custom of taking children in infancy to put them in dozens under the care of old negresses past work may be answerable for the indifference I have seen manifested by negro mothers. I have known more than one case where the love of a colored nurse for her white charge was strong as mother-love. I remember one woman who came to me in a violent rage to ask if I could not punish her mistress for striking her own child. The little fellow had been naughty, and had been corrected by his mother. 'What fo' she done slap Mars' Tom?' she asked: 'he ain't done nuffin', po' chile!'

"'Nonsense!' I said. 'The boy was naughty, and his mother boxed his ears. Why, Chloe,' I added, 'what do you mean by complaining? I have seen you take your own baby by one leg and throw him across the kitchen, without any regard to the stoves or kettles he might hit.' "''Course you has,' she said coolly: 'he's allers under my feet.'

"'But you might strike his head and kill him.'

"'Well,' was the startling answer, 'he's nuffin' but a nigga.'

"And that was her own child, habitually treated with neglect and blows by his mother, while she cried over the cruelty of slapping the white child she had nursed. And it was not to curry favor, but from a sincere belief that the one child should be caressed and loved, while the other must expect knocks and blows, being 'nuffin' but a nigga.'

"One old crone told me, 'I've done had sixteen picaninnies, Mars' Cap'n, but I nebber seed none o' dem after dey was 'bout six weeks old. Dey was in de nussery, an' I was a rale smart cotton-picker, and couldn't be spar'd to nuss chillen, nohow.'

"'But were you not allowed to see your own children?' I asked, as much shocked as you would be.

"''Lowed! 'Course I was 'lowed ef I wanted to bother 'bout 'em. But Law's sakes! dey was all mixed up 'long o' de others, an' I wa'n't goin' fussin' 'bout some oder woman's baby, likely 'nuff.'

"Many such instances convinced me speedily that—whether from want of natural affection or from their having been educated to indifference I do not pretend to say—negro mothers in Mississippi had certainly no violent affection for their own offspring.

"But the most shocking case that came under my immediate notice was that of a woman seeking employment. She came to my office with two handsome boys, all three being bright mulattoes. The little fellows were about three and five years of age, with large brown eyes and pretty faces, full of fun and vivacity. The mother was a tall, fine-looking woman of twenty-two or -three, and claimed to be a good cook. I had one place in my mind, and sent her there, as a friend had mentioned to me that he wanted a cook, and if one came for employment would like to have her sent to him.