mental training, assuming as his starting point that language is the great instrument by which minds are to be formed. He contends (to adopt Mr. Temple's useful distinction) that the multitude of subjects which people are trying to introduce into schools, however useful as apprenticeship, have no office whatever in Education. Whereas Music in the way it is commonly taught belongs neither to apprenticeship nor Education; but is in fact, like a smattering of language, or any other smattering, a mere trick. It would not be difficult to show that Music as taught in Mr. Hullah's classes is an instrument of moral as well as of intellectual training; but to give to Music its full effect in the instruction of the middle ranks, it is most important that the examination should be as far as possible practical. MY DEAR ACLAND, Letter from MR. HULLAH. St. Martin's Hall, Nov. 30, 1857. I send you herewith a paper of directions for testing the power of Candidates for musical honours in recognising musical sounds. It is needless for me to say more than I have done already in respect to the absolute necessity of some test of this kind. I have thought much on the matter since I last wrote to you, and moreover tried several experiments (in the Training Schools and elsewhere) with a view to ascertaining what amount of "sympathy of eye and ear might reasonably be expected of those with whom Music had been an incidental, and not a special, subject of study, and how this amount could best be estimated. The accompanying paper or scheme is the result. I see that, in his letter to Mr. Temple, Mr. Ruskin expresses a doubt as to the propriety "of musical knowledge being made a requirement" in the proposed examinations, not because he undervalues Music as an accomplishment or as a means of discipline, but because of the frequency of "cases of physical incapacity of distinguishing sounds." Mr. Ruskin puts his objection with all the diffidence of a man profoundly versed in one art, writing about *On this subject I beg to refer especially to Mr. Hawtrey's experience at Windsor, quoted from a private account, by his leave, in my Essay on the Education of the Farmer.' Ridgway, price 1s. 6 another to which he has given little attention; he "imagines" only the difficulty to which he alludes. I cannot deal better with this imagination of his (and of many other people) than by using his own words-merely substituting Music for Drawing. "I think the cases in which physical incapacity' would prevent the acquirement of a serviceable amount of musical knowledge and skill' would be found as rare as those in which no progress could be made in arithmetic." I am willing to admit that this was once merely an hypothesis so far as I am concerned; I think it may now fairly lay claim to the title of a theory based upon experiment. The paper I send has been (as you will see) drawn up hastily; for time presses both of us. It may admit of many modifications. But it seemed better to send at once an imperfect plan than to appear to admit by longer silence that no plan would meet the case before us. I am, my dear Acland, Very faithfully yours, JOHN HULLAH. Thomas Dyke Acland, Esq. SCHEME FOR A PRACTICAL EXAMINATION IN MUSIC. THE Examiner will place himself at the pianoforte, or harmonium, the Candidates being opposite to him, out of sight of the keys. 1. The Examiner will dictate a passage of melody such as A; giving only the names of the notes as respects their pitch; Sol, Do, Do, Si, &c. He will then sol-fa the passage, or play it with one hand, beating time with the other. The Candidates will write the passage, giving the notes their proper forms, and dividing them into their several bars or measures. A 64 SCHEME FOR A PRACTICAL EXAMINATION IN MUSIC, 2. The Examiner will dictate another passage of melody, such as B, giving only the names of the notes as respects their length; minim, crotchet, &c. He will then vocalize (not sol-fa) the passage, or play it with one hand, beating time with the other. The Candidates will write the passage, giving the notes their proper places on the stave, and dividing them into measures, as before. B 3. The Examiner will sing or play another passage, such as C, always beating the time, without naming either the names or lengths of the notes composing it. The Candidates will write it as before. C The Examiner should name the tonic of the two last exercises. 4. The Examiner will name a note, sound it on the instrument, and then combine another, or others, with it, as in D. The Candidates will write these combinations, numbering them as in D. STATUTE PASSED BY THE UNIVERSITY OF OXFORD, JUNE 18, 1857. De Examinatione Candidatorum qui non sunt de corpore Quum sit multifariam petitum ut bonæ spei adolescentes, extra Academiam, literis artibusque humanioribus studentes, examinatione habita in Clientelam Universitatis recipiantur. Placuit Universitati hæc quæ sequuntur sancire— 1. Candidatorum qui non sunt de corpore Universitatis Examinatio, vel intra Academiam, vel, si res ita ferat, etiam alibi, quotannis habeatur duplex; videlicet,-Seniorum qui decimum octavum, Juniorum qui decimum quintum ætatis annum nondum compleverint. 2. Fiat Examinatio tum in Rudimentis Fidei et Religionis (nisi alicujus parentes vel qui in loco parentis sint hanc renuerint); tum in Literis Anglicis, in Historia, in Linguis, in Mathematica, in Scientiis Physicis, et in cæteris artibus quæ ad juventutem liberaliter educandam pertinent. 3. Testimonium accipiat quicunque tum Seniorum tum Juniorum Examinatoribus satisfecerit ; titulo etiam Associati in Artibus ex Academiæ auctoritate Senioribus collato. 4. Delegati sint, præter Vice-Cancellarium et Procuratores, duodeviginti, ex iis qui jus intrandi domum Convocationis habent in triennium ad hoc nominandi, sex a Concilio Hebdomadali e suo ipsius corpore, sex a Congregatione Universitatis Oxoniensis, sex denique a Vice Cancellario et Procuratoribus. Quorum sit officium Examinatores nominare, necnon tempora, loca, modum Examinationum, classium numerum, cæteraque eodem pertinentia speciatim ordinare. 5. Feoda a singulis examinandis exigantur, quanta, e judicio Delegatorum, expensis necessariis Examinationum sufficiant. 6. Teneantur Delegati ad rationem actorum quotannis Universitati reddendam. F LIST OF THE DELEGATES. A Delegacy has been appointed for carrying into effect the provisions of the foregoing Statute. The Delegates are The Vice-Chancellor. The Senior Proctor. The Junior Proctor. Members of the Hebdomadal Council. Rev. the Master of Pembroke College, D.C.L. Rev. the Master of Balliol College, D.D. Rev. W. Jacobson, D.D., Canon of Ch. Ch., Regius Professor of Divinity. Rev. B. Price, M.A., Fellow and Tutor of Pembroke College, Sedleian Professor of Natural Philosophy, and Public Examiner. Rev. H. L. Mansel, B.D., Prælector of Moral Philosophy in Magdalen College, late Public Examiner. Rev. J. E. Sewell, M.A., Fellow of New College. Elected by Congregation. Rev. the Provost of Oriel College, D.D. J. Phillips, Esq., M.A, Magdalen College, Reader in Geology. Rev. G. Rawlinson, M.A., late Fellow and Tutor of Exeter College, Rev. W. C. Lake, M.A., Fellow and Tutor of Balliol College, late Public Examiner. Rev. F. Temple, M.A., late Fellow of Balliol College, Her Majesty's Inspector of Training Schools. Nominated by the Vice-Chancellor and Proctors. Rev. W. F. Hook, D.D., late Student of Ch. Ch., Vicar of Leeds. Rev. W. Sewell, D.D., Fellow of Exeter College, and Warden of St. Peter's College, Radley, late Public Examiner. Rev. R. Walker, M.A., Wadham College, Reader in Experimental Philosophy, late Public Examiner. Rev. O. Gordon, M.A., Censor of Ch. Ch., late Public Examiner. Rev. J. W. Burgon, M.A., Fellow of Oriel College. Rev. J. E. T. Rogers, M.A., Magdalen Hall, Public Examiner. |