-^ ; ; t ^n.v>:^ MUSIC COURSE l JmARAVONiqL J* PRIMER *' PLEYi AMERICAN BOOK- COMPANY NEW YORK CINCINNATI CHICAGO Southern Branch of the University of California Los Angeles Form L-l KIT $5 This book is DUE on the last date stamped below JUL - 19JJ JUL 1 4 1943 NOv H 1947 FEB 6 195b i nm RETD BOOK BO* JUN17I964 Natural Music Course HARMONIC PRIMER BY FREDERIC H. RIPLEY PRINCIPAL OF THE PRINCE SCHOOL, BOSTON AND THOMAS TAPPER LECTURER ON MUSIC AT THE INSTITUTE OF MUSICAL ART OF THE CITY OF NEW YORK 47201. NEW YORK .-. CINCINNATI .-. CHICAGO AMERICAN BOOK COMPANY Copyright, 1902, 1903, by FREDERIC H. RIPLEY and THOMAS TAPPER Entered at Stationers' Hall, London Harmonic Primer E- p 6 r p. 4$ H PREFACE To arouse and to cultivate the child's aesthetic nature, and to create in him a love for the good, the true, and the beautiful, is the main object of art study in elementary education ; but if the effort in music stops with the mere elementary steps, if we are to depend upon what he merely hears and repeats from memory, we miss the greatest value in the work. While the child is living in his senses we must take advantage of his love for simple music to induce him to master those elements of notation which will enable him to extend his study into wider and wider fields, and to acquire elements of power which will continue 'to develop during his whole life. We must train his ear not simply to hear but to discriminate. We must train his mind not only to receive impressions, but also to create and express, that the creations of his own brain may find a place among the thoughts of other men. Therefore with the rote songs we present matter for use in the cultivation of the ear in the perception of tone relation, and for the culti- vation of the eye in the mastery of symbols. The work is so arranged as to call into activity every power of the mind, and at the same time it is so carefully graded that the child and his teacher experience the keenest pleasure not only in the daily recitation, but in the consciousness of growing power, of higher appreciation, and of purer enjoyment. This book is intended for use in the second and third years in school. The group of rote songs constituting Part I., with which the book opens, is simply a reservoir from which the teacher may draw for supple- mentary material. The Rote Song Book may be used in the same way. Part II. contains the training for the second year. Part III. is intended for the third year's development. Chart B of the Natural Course in Music is to be used with Part II. and Chart C with Part III. (3) 4 PREFACE. Certain parts of the work depend for success almost entirely upon the repetition of type forms. That is, in ear training it will be found necessary to repeat certain simple tone combinations till they are entirely familiar to the slowest pupils. This fact will account for the reappearance of the simplest elements at different points in the work. The awakening of the power of the mind involved in musical development varies as to time and condition very widely ; hence it is that a few bright pupils become leaders and perform for the entire class. This fact is another reason for urging the teacher to devote a few moments to simplest thoughts, with every recitation. v The written dictation and the suggestions for individual work are intended to make the music lesson a matter of individual interest, as well as a profitable class exercise. The vocal exercises for phrasing and control of the breath, beginning with the very simplest form of exercise in this book, extend through the entire course, and include selections from the best known vocal culturists in the world. The authors desire to express their thanks to those who have assisted in testing this book ; and to Mrs. Emma A. Thomas, Supervisor of Music, Detroit Public Schools, for permission to use selections from the book " Song Stories and Songs for Children." PART I. Introductory Songs. 13" r T 3 d mwm The earth is the Lord's, And the ful - ness there - of. 2 ^21 '251 -t * * E p: Blow high ! Blow low ! See the storm - y March wind go ! wee ?z SPi ^ *- t=F : F=^ t -?S>- Down and up, Up and down, See the mead-ows bare and brown. SEPTEMBER. H. H. Jackson. i=^ y F = 3=2: =f 1. The gold - en - rod is yel - low, The corn is turn - ing 2. From dew - y lanes at morn - ing The grape's sweet o - dors 3. By all these love - ly to - kens, Sep - tem - ber days are 2 i=E^ e^ t brown ; The trees in ap - pie or - chards With fruit are bend - ing down, rise ; At noon the road-sides flut - ter With yel - low but - ter - flies, here. With sum-mer's best of weath - er And au-turon's best of cheer. (5) PLEASANT THIK3S. ibI =t 1 =t =1 5^ ==: 4 1. If a - ny - thing you chance to hear A - bout some one you know, my 2. But if you some-thing pleasant hear A - bout some one you know, my d a fefe * II 1 3 E t= dear, Do not, I pray you, it repeat When you that someone chance to meet. dear.Make haste, to make great haste 'twere well, To her or him the same to tell. FAIRY BOWER. * s =pc i :$=*"- 1. I'd be a but - ter - fly, born in a 2. I'd be a but - ter - fly, born in a bow'r, rose, Where And i m I Eg gH F=^ ros - es and lil - ies and vi - o beam - ing bright sun - shine wher - ev er let? ii meet, goes. Nursery Rhyme. BY-LO. m 3 m a 1. By - lo, Ba 2. By - lo, Ba t= by Bunt - ing ! by Bunt - ing! Pa - pa's gone a - hunt - ing ; Pa - pa's home from hunt - ing ; i^ n Efc -* *- p -u r r fe> Mam-ma's gone to get a skin To wrap her Ba - by Bunt - ing in. Mam-ma has a wool - y skin To wrap her Ba - by Bunt - ing in. GO TO SLEEP, DOLLY. S. L. F. S. L. F. 1. Go to sleep, Dol - ly, Now go to sleep, dear; While I am 2. When you are rest - ed, A walk Ave will take, And I will -A-J i i , r ix J ^-d i i i - h$12-JL=^l^ J-lEg=J^- J ,LJ-..J....JI with you there's noth - ing to fear, buy you a nice lit - tie cake. All is so qui - et, no So cud - die down and my i * w 1 sound you will hear ; Go to sleep, go lull - a - by hear; Go to sleep, go to sleep.Dol - ly, my dear. to sleep, Dol - ly, my dear. PUSSY WILLOWS. F. J. St. John. fe H ^ w 1. See the pret - ty puss - y wil - lows, From their hous - es brown ; 2. You are wel - come, puss, - y wil - lows, In your sil - v'ry gown, m *=e =&: #* All the win - ter they've been sleep - ing In their beds of down. For your smil - ing, cheer - ful glan - ces Ban- ish win- ter's frown. # -J g f- m (* fr= -* J K I- - Now the warm spring sun-shine bright - ens Earth and sea and skies, Hark ! I hear a blue - bird sing - ing In his joy - ous flight, P =*=*: :*==d^E EI5 II Soft - ly call - ing,' 4 Wake, dear puss -ies, It is time to rise.' And the cro - cus - es are spring - ing Up - ward to the light. THE SWING. , Robert Louis Stevenson. = SI ^ 3E 1. How 2. Up 3. Till do in I to you like the air .. . look down on and the up o gar in ver a swing, the wall, den green, I m gSEE -^ Up in the air Till I can see Down on the roof so blue? Oh, I do think it's the so wide, Riv - ers and trees and so brown, Up in the air I go ^ 3 pleas - ant - est thing, Ev - er cat - tie and all O - ver fly - ing a - gain, Up in a child can do. the coun - try - side, the air and down. A BIRD SONG. jUi s = E x -* Once lit - tie bird Come hop, hop, m ^=Jbz=ft :p: hop; So I cried, Lit - tie bird, Will you stop, stop, stop ? And was d*==t= i2==: 2 go - ing to the win - dow, To say, How do you do ? But he e^i 7#Z tie tail, And far I shook his lit way he flew. PRELIMINARY STEPS. 1. Every music lesson should contribute something to the child's stock of musical ability. He should hear better, think better, sing better, and see better for having had it. This means that the work divides into distinct departments, each having for its object the cultivation of some power which is a necessary constituent of the perfect development of life. 2. The instrument to be used in the work is the voice, and this is to be guided by the ear ; hence we begin every lesson with a vocal drill which is also an ear training exercise. The ear training soon becomes a promi- nent feature, eye training is added, and by gradual progress we presently exercise all the mental powers, but chiefly perception, memory, and judg- ment. But in all of this the pleasurable nature of the exercise relieves it from irksomeness and heightens its educational value. The Scale. 3. The rote work (pages 5 to 8) includes several scale songs. When the children sing the scale songs freely, teach the scale as a melody, and give the syllable names to the tones ; thus, sing : i ^= *=-=^r^ S=l==& Do, ti, la, sol, fa, mi, re, do. 4. Teach the scale downward, because experience shows that that method brings the head tones into use, and avoids all danger of injuring the voice. It also gives the child a greater range and produces a purer and more musical tone. 5. It is well to start with E flat instead of C when teaching the scale, if the teacher's voice is sufficiently high. 6. Daily Vocal Drill. When the scale is sung freely and the syl- lables are mastered, use the scale for the opening vocal drill, before singing the rote song ; but add to the singing by syllables, singing with loo, boo, o, a, and other vowel and consonant combinations. 10 PRELIMINARY STEPS. The Next Step ; Ear Training. 7. We wish to gain from the scale a more definite mental effect. To do this we require the children to sing up one, for example, from C : 3 E# Do, re, and holding the tone, Re, to call it Do, thus : I lf I re o - do. then to sing the scale down from the new pitch, thus : I * . :- I 8. What the Children feel. The children get a distinct impression of the character of the scale when they make this change, and though nothing is said to them about it, the fact is they feel the difference in effect melodically between a major and a minor second. They sing up Do Re , Re becomes Do, and when they start down they sing Do Ti and the mental impression becomes very vivid. 9. Foundation for Chromatics. Thus in the very beginning we lay the foundation for a tone discrimination that will make chromatic combina- tions seem familiar at once. 10. The Scale from Other Pitches. Having mastered this step, sing Do, Re, Mi, hold Mi, change to Dc and sing down, thus : * a & m m II Do, re, mi - i - o - do, PRELIMINARY STEPS. II 11. The Daily Vocal Drill now consists of the scale from three pitches. It should be sung with great care and tested with a chromatic pitch pipe. On changing the scale from one pitch to another, the pipe should not be used until the change has been made. Perception of Descending and Ascending Scale Successions. 12. Immediately upon the mastery or even partial mastery of the previous step, the children should be trained to perceive whether the suc- cession of tones is descending or ascending. The teacher sings : I II and says " What did I sing?" The children reply, "The scale." Then she calls attention to the fact that she sang down. Then she sings the scale up : I II and draws from the children the fact that the succession of tones in this case is said to progress from lower to higher, or upward. Having established the idea of descending and ascending successions, she gives daily dictation exercises, singing the tones with loo and asking the children to tell in what direction the tones progress. Illustrations of the Kind of Exercises to Use. i :g=g g , -- t==^=-e, *. 5 i ^ l^^=i^^i 12 i'UKLIMlNARY STEPS. O i 10 11 12 13 ^^m ^m^^m m^^i 13. In these exercises it will be noticed that the succession at first is long, including the entire scale, and that it continues in one direction to the end ; that as the exercises progress they become shorter and also progress down and up or up and down in the same example. This illus- trates the line of development, and shows that the advancement is in the line of fewer and fewer tones until a succession of only two tones is heard this being the point of greatest difficulty. When the children readily distinguish between Do, Re and Do, Ti, the work is well advanced. Oral Dictation. 14. Having established the power to discriminate between descending and ascending successions, the teacher extends the child's power to hear and to discriminate till he can tell not only in what direction the succession progresses, but what the tones used are. That is, after the teacher has sung : i i ^* *- n Loo, loo, or Loo, loo. using the syllable loo or a, she asks the children to sing the same exercise, naming the tones. If the names of the tones of the scale have been well fixed, the children will readily respond by singing Do, Ti ; or Do, Re. 15. How the Exercises are Graded. The difficulty of this exercise, like the other, depends upon the number of tones used. In the beginning, therefore, sing a succession sufficiently long to establish clearly that the tones are a part of the scale, and gradually introduce exercises containing but two tones. This exercise continues through the entire course, and is PRELIMINARY STEPS. 13 developed so as to include chromatic as well as diatonic intervals, in all forms of meter and rhythm. Illustrative Exercises. 2 3 i^^e^^n I -& - -g g- c & & &- H II I - Q & & g I o & g .a & 2- 10 11 12 g II I u g - - IJ ^ ff~^ ^ IT 18 19 :i ii i ^ g g _ ttzg -& g - 20 21 22 i ii ii n -g ^ a 2EI iH 11 12 13 1$ 1 I II ? g < g g g ? 25T -g <- ^ g " g ^ g 25 g- 18 19 20 1 II -g- p- -g ap- 21 23 i ii II s g * g Tg- 3--g- I g g - The teacher will readily perceive how the exercises may be infinitely varied, but she must have some definite point to establish with each lesson. This will be suggested to her by the chart exercise. For instance, if the chart exercise is a study of Sol, Sol may become the center of interest in the dictation exercise, and by following in a general way the exercise on the chart she will establish the point. She should, however, not be guided by the position given to Sol in the chart exercise, but should vary the position constantly. In a single lesson three or four examples are sufficient. Thus the following would be enough for a single attempt. j r . . ii ^ ^ fljg^^fl^j=BJ5 I - ??*& 16 . PRELIMINARY STEPS. In a few days exercises already taken may be repeated, and with greater benefit than when they were first tried, as constant repetition and perfect familiarity with a few simple forms are more valuable than vague, indefinite advanced work. 17. Chart Work. Chart Series B of the Natural Music Course should be used in connection with this work, as a general guide to the develop- ment of the year's study. Metric Dictation. 18. The ear must be trained not only to distinguish the scale relation of tones, but also to recognize the movements which characterize the various meters and rhythms. 19. Meters and Rhythms. By meters we mean the various arrange- ments of accents, as indicated by the measures in the written music. By rhythms we mean the various arrangements of tones within the measures, by means of which motives, phrases, and periods are characterized. We first consider meter in its two simplest forms : namely, two part and three part. A general idea of meter must be first established in the child's mind. This is done in connection with the rote songs, and finally and definitely by calling attention to the accents in such simple exercises as the scale and diatonic melodies derived from it. 20. How to begin. (1) Sing the scale without accents, asking the pupils to press a finger on the top of the desk for each tone sung. (2) Sing the scale with alternate strong and weak tones, and ask the children to press heavily when the strong tone occurs and lightly for the weak one. (3) Have the children sing, accenting and marking the accents with the finger. (4) The same exercise, but with accents changed, as in Ex. 3, on the next page. (5) The same exercise, but applied to three part measure, that is, giving a strong accent to -the first tone, less to the second and third, then giving a strong accent again to the first of the next three, and so on. PRELIMINARY STEPS. The development of this exercise is shown in the following : 17 i i ii -& 19- & g- -a. & -& tot -fi, <&- i -- -5-- -*>- -^ ?- 131 Such simple exercises as the above should form a part of each day's oral drill. 21. Written Metric Drill When the children readily distinguish the simple forms of meter indicated above, the teacher may write diatonic successions on the board, and after singing them with strong accents, allow the pupils to place the bars teaching incidentally that the strongly accented note comes after the bar. For example, the teacher sings : II o II and a child places a bar before each accented note, thus : i ^ II It will instantly occur to the teacher that this rule is of limited application in various ways ; for example, the first accent is not indicated by a bar but this is a matter that gives the child no difficulty, and a word of explanation sets all inquiry at rest. 18 PRELIMINARY STEPS. This little exercise should form a part of every lesson till the idea is fully established ; then occasional recurrence to it will be sufficient. Sample Exercises. 2 H fi m =^P2ES: &&=+. ^ 3r -ir I aja ^s ^^^a & *jt t In this exercise, tones which require more than one beat should be represented as above, so that the note values will be easily understood. The ties should be put in by the children in accordance with the way in which the teacher sings. After the ties are placed, the notes and ties may be replaced by a single note giving the required value, and thus a secondary but important fact of notation may be impressed on the mind. The Next Step. 22. The children are now prepared to give the scale relation of the tones which they hear, and to recognize meters ; they are also prepared to express simple musical ideas in the standard notation, and to interpret similar expressions at sight. 23. The Meter Mark now becomes a natural and simple means of indi- cating the distribution of accents. This is important, as it also requires the child to observe the kind of notes used, and teaches him much that helps rapid sight reading. 24. Exercise for Use of Meter Mark. The teacher writes the exercise, omitting the bars and meter signature. She then sings the tones, giving very marked accents. The children first place the bars, and afterwards from an examination of the measures select and place the meter mark. PRELIMINARY STEPS. 19 25. Names of the Notes. Teaching the names of the notes is incidental to this exercise, and should be done by simply calling each note by its cor- rect name. Sample Exercises, l 2 i i - ej a f * & -g) gt- =i *W " * s>- -&- -&- -Jr~ *~ /5 '~ / l*$ *& -* s^- o - & w - *A=EEEEiE ^ :g ^-/i.-g- -25 g-- - 75> H O L^Eiiij^^lll g < g g H g g o * - ^ ~-^ ^u ^J^s=i 10 ^ < 12 o ^ ^11^=^^:11^ ^ S=^B (23) 24 The meter signature is ^. Each complete measure contains two half notes or their equivalent, (j J), (-=,) Practice from Chart Series B, pages 1, 2 and 3, forms a part of each day's work. A spe- cial chart page is indicated for study with each lesson. Ch. Ser. B, page 2, Ex. 3. l^iffzp^ Ex. 1. The Scale. WB id Do Ex. 2. - la, ti, do. Ex. 3. siSfe 3 =e=e t=F ^=51 2P- ^^^^ Ex. 4. e a- fg-r^ :di Ex. 5 ii^^is 3E5 =^=: 3z^E In the following lesson the meter signature is |. Each complete meas- ure contains three half notes or their equivalent, (j j j), (g.,.). Ch. Ser. B, page 1, Ex. 2. Ex. 6. The Scale. is pz*=mi 3z^c:d- :^t::cz 2Z Do, re - o - do. Ex. 7. Lg> n cs *fi=^ fcE * &=:!=: * ^2= : E=F o II Ex. 8. 2EE J J 4-F B2 j-r p ^==?s: =0 Staff. Clef. Meter Signatures. Bar. Double Bar. Whole Note. -J Half Note. ' $ Sharp. ' 25 Ch. Ser B, page 1, Ex. 1 and 2. Ex.9. Ex. 10. ?=: I E^fl :2. ^2: 2 -<=2 <=*- Ex. 11. Ex. 12. g /-a < q i f r* T i p > o 2? ^^^Msa^dj^H Si Lis - ten to the school bell ring. Ex. 13. ^ 1 F * ~ET~T G > < ? 'e* & > =gs: Sg 1 H F=t Ch. Ser. B, page 3, Ex. 1. Ex. 14. I^sp a^ je: 1 g?y g^ . < s > . "^= rT ~ r =^= Do, re - o do, Ex. 15. ^ d II ^2: pEES: r=> g? : rJ ^ g Ex. 16. ipfei -j h -g* g j 3 "C7- Ex. 17. is 5^ ^^^ 1 r ^ -n- f -j -& &- Dotted Note. A dot increases the value of a note by one half. < equals SlOMATUKB OF C MaJOK. ffi l * SlONATURK OF D MAJOR. J 26 The meter signature is \. Each complete measure contains two quar- ter notes or their equivalent. (J J), (J), (J X). Ch. Ser. B, page 1, Ex. 3 ; page 4. Ex. 18. The Scale. 1 <=> 1SZL -Gh- !i|te 3^^ p=p Do, re, mi Ex. 19. do, -&- p^ :p=z^: Ex. 20. It p:# ^Sl Ex. 21. *| tn 4 ^ :*=zat Ex. 22. 2 P M * Pf3 SING A SONG. 3E=^ ^^ -*=* m p=t=ip=t t ^EEEB 1. Dear rob -in, rob -in in the tree, Please sing a mer-ry song for me! 2. Dear lit - tie child, I'll sing for you, As long as sum-mer skies are blue. Ex.23 FjFp^ . i F | H- i I r n rflTT 5 -P? f- Ex. 24. II Ex. 25 P*=f=p= n In the win - ter falls the snow In the wm =*= *zfci=z II e sum-mer, breez-es blow. Ex. 26. *l P^S 3Et 1 r-i- E=t a 0rm II I U I- Blow-ing chill and fierce and bold, North wind brings a snowstorm cold. J Quarter Note. /t\ Hold. The hold increases the length of the tone at least one beat. Quarter Rest. 27 The meter signature is |. Each complete measure contains three quar- ter notes or their equivalent, (j J J), (J.), (J X ). Ch. Ser. B, page 1, Ex. 4 ; page 4. Ex^ 27. BSH -<^-r B^* -o- o :c?: Do, re, mi, fa Ex. 28. do, Ex. 29. 3S 2S: fJli-3 ^ A SONG OF WORK. m 2 3 =fc *_j -^^ 1. Work while you work 2. Ev - 'ry day bus - y __, , , , and play while you play; your - self with your task ; i i II f=^ t= That is That is the F 1 & ie way quite all be hap - py your teach - er and gay. will ask. Ex. 30. i ii &==x l=F Hear the sound of march-ing feet; See the sol-diers in the street. A SEA SONG. ' *- II 1. Lit- tie brook, sing mer - ri - ly, Run on to the dis -tant sea! 2. Greet the waves and please to say, I shall, some day, go their way. 3. Tell the sail - or on the mast That you saw me as you passed. Signature ok E Major. b Flat. P Sl(. NATURE OF F Major. Si.uk. 28 Ch. Ser. B, page 1, Ex. 5 ; page 5. Ex. 31. m -rS>- 1221 '2 0=4-^ ^=P= 3=t- * m SS Do, ti, la, sol - o Ex. 32. do, 1 =J j=j=fd^|i| L 2 4 t=f _ * Guide us ev - er, Thou a-bove; Teach us kind -ness,pa-tience, love ! Ex. 33. Ex. 34.' -4 -^ * -* - agf^gj^ ^ia Ex. 35. Ex. 36. "*- d=i * *- -x + ), (J J J)- Ch. Ser. B, page 2, Ex. 1 ; page 5. Ex. 37. y- m. :c2= z fcj Do, ti- la Ex. 38. J o - do, ^S 3= P= 1 1 r * ' * ^ H :t=if= Chil - dren, you must learn to spell, Read and write and ci - pher well. Ex. 39. life *=4: E3E3 ^ULf i i i- F Eip^^i Snow is fall - ing from the sky,And mer - ry Christmas days are nigh. z$t Signature of =j' m G Major. W SlGNATURE OP A Major. 29 Vocal Drill. (See paragraph 11, page 11.) - * =3= 3 *= * i J J~3 - I ^ i i i^ia si -i- @> ^ ie=?^ ^=pg=^s==i g^^^^^^P^gi^B Oral Dictation. ( See paragraphs 14, 15.) 2 3 g ^2_ * zr I g ft~ g rr g ^ g I ~g g p H-y? <-> l=il -p-tg ^ II 10 11 -p- ii 12 E= -W-ZZEZtt=3?=E F^l ^ ^ B Written Dictation. ( See paragraph 16.) 2 3 4 -r-g g- II - fi>- 1 -gr- H-p II g g n -* g - -g g- II fe^ ^^^ il^^^B^ *fe -- 10 11 12 13 I ^r^-^- -g -g g=gz-^ g-| \=z&=r7-*-vr- II :B^^B 30 Ch. Ser. B, page 1, Ex. 5 ; page 9. Ex.40. i 122: ll 133 -s*- 4 - ^ c? 4 ^zg E I: Do, ti, la, sol Ex. 41. I do, i ^L II GOD'S CARE. -& e3 4. =? 1. From the far blue heav - en, Where the an - gels dwell, 2. He will hear their pray - ing Ei - ther day or night, i =* m- j II F S-r God looks down on chil - dren, Whom He loves so well. And with gen - tie kind - ness Guide their steps a - right. Ch. Ser. B, page 2, Ex. 1; page 9. Ex. 42. 2=^: II eH Do, ti, la - o Ex. 43. do. II * M 'm^EEE^ ON THE WING. 1. I'd like 2. Like as -(=21 to go with you a bird on its if I could fly. out - stretched wing, J I It must be beau - ti - ful I could look down and see Z2= up ev the sky. 'ry thing. 31 it M Ch. Ser. B, page 1, Ex. 5 ; page 6. Ex.44. i*t I t- SES -&- 3 -jzt 4=t - *- 3= Ex. 45. S^^^ II S *=4 -* *- -*-* * *- A RULE TO LIVE BY. 5 =t=F g^=j =m i * t S S 1. Be the mat - ter what it may, Al - ways speak the truth. 2. If at work or if at play, Al - ways speak the truth. Ex. 46. us :t= ^ ~T * *- II * Kit - ty's fur is soft as silk, Kit - ty loves to drink her milk. Ch. Rer. B, page 2, Ex. 1 ; page 6. Ex. 47. iii ^^g ^=0- II ^ HZtL -* *~ * * Ex. 48 >ts Hi l=t Ex. 49. TTZh II Ex. 50. 4 -* *- a ^^^^P ss II Pat - ter, pat - ter on the pane ! Hear the mer - ry A - pril rain. Ex. 51. F=gfc& ~ 4 1 Lj zJ: r^r^+^ j ^ jj 32 Ch. Ser. B, page 2, Ex. 8 ; page 6. Ex. 52. The Scale. sgm Do - a - la, ti, do g & ^S 3=2: TO LONDON TOWN. -?=< ^- *=? ra 1. What is the dis - tance to Lon - don Town, pray? 2. There they have cas - ties and there they have kings; Efc ^ d :1: 3 =1 H g ?^- You could not walk there in ma - ny a day. There they have thou-sands of won - der - ful things. Ex. 53. m a ^3"= 1 3 =t ^ -jzr - Out in the morn - ing light, bios - soms a rose. Ch. Ser. B, page 1, Ex. 3 ; page 5. Ex. 54. g; 122; m 1^15=^ a i r t=F I Do, re, mi Ex. 55. do, Ex. 66. gigi E E :E3 k0 1% 4. J J I J lj*il Ex. 57. P^j^jpjjl Ex. 58. 1 I -ly Signature of Eb Major. -- Half Rest, s-^ Tie. Two notes joined by the tie are sung as one note having their united values. J J equals ^- EflA ^g II F=E=ff cr Do - o - i - mi, re, do. Ex. 61. ISSiSa Ex. 62. Ex. 63. i^^^^sjfes^^s THE WIND. E#^5 J * *- ^^^^^^h *=2=it ^=4 1. Hear the north wind rush a- long; Hear it sing its mourn-ful song. 2. See it bend the branches low ; See it drift the fall - ing snow. Ch. Ser. B, page 8, Ex. 2, 3 and 4. Ex. 61. Ex. 65. ^ ^^^^ d%E$$$3E m$^Eft Ex. 66. Ex. 67. giipi^^^ii^s fa=4 Ex. 68. Ex. 69. p=?=^m&^$^^ \=$ ii Ex. 70. f) f^4--p-f-pr-v- F-^^ j H j- 1 | -- r- H L!gL4_| 1 1 1 - K ^ j-^ ^_ -* J 'J J 3 _y Signature of A Ma.iok. 34 Ch. Ser. B, page 2, Ex. 5 ; page 7. Ex. 71. Do - o - i - mi, re, do. Ex. 72. gl^ : P=^ J ^4 J =-J^ B i=^=f y Ex. 73. q=i S^ ?=*= - * - ==4: * - Ex. 75. IIS THE DAY'S LESSONS. - -&- m II: II <^~ J2Z -Or &- 10 1 II I 2=:=zs "25 & Written Dictation. (See paragraph 16.) Experience shows that the kind of note used in the exercise can be varied without causing confusion. When the whole note and half note have been used freely, the quarter note should be introduced and used in the dictation exercises. 1 2 3 4 5 6 ftFTTl i+ljte^ mfc&ft rfF ^ L 10 6 t hhHnHE ^^ HI v -g ii 12 13 14 ^^^^^^ ^raim ^m i 36 g Ch. Ser. B, page 2, Ex. 1; page 7 Ex. 78. ^g~ e? -jz?i II c=? H -J ^S 3==N=S ^ ^ ^ I Do, ti, la Ex. 79. LUfcj. do, i y ?-8 ist ?= r^ isst tt =t A SONG OF THANKS. S7\ 3 S^^ :4 1. Lord, teach a 2. A lit - tie 3. Teach me to i*-4 r=s lit - tie child to pray, And, oh, ac - cept my spar - row can not fall Un - no - ticed.Lord, by what - e'er is right, And when I sin, do for - ;EeSE3 t- - ~w=* t=t t tz prayer. Thou hear- est all the words I say, For Thou art ev - 'ry -where. Thee ; And though I am so young and small, Thou car -est still for me. give ; And make it still my chief de - light To love Thee while I live. F^tt Ex. 80. II m s ^zt Ex. 81. i Ch. Ser. B, page 3 ; page 7. Ex. 84. f T2 o f=F?= I Ex. 85. II EffifcSEjEEEE 22: p c?_ s* g^ Ex. 86. 2: 2ZI II B^ i Ex. 87. 221 ^ I g "22" * Ex. 88. Hi Ex. 89. I 2=221 g J < o 122: 2 ga 2?" Ch. Ser. B, page 1, Ex. 2 ; page 7. Ex. 90. I gy g? - ^^ f- :c2: Do, re - e - o - do, DING DONG! f*i d: I 4=St 32: 1. Ding dong! Ding dong! I'll sing you a song; 'lis a - bout a 2. Ding dong! Ding dong! I'll sing you a song; 'Tis a - bout a 6 S =t=f i i ^ +*&- 1 ^ # lit-tle bird ; Ding dong! Ding dong ! He sat up -on a tree, And he sang a little mouse ; Ding dong! Ding dong ! He looked very cun - ning As I saw hin: fe f^iH rJ | f ^ T ^EEEEEEi ES c2~ song to me, And I nev - er spoke a word, Ding dong ! Ding dong! run - ning In my fa-ther's ti - ny house, Ding dong! Ding doDg ! 47202 Ch. Ser. B, page 1, Ex. 2 ; page 9. Ex. 91. I S 2 F --- JZL Hear the wind sing its song, As it blows its way a - long ! Ex. 92. m mm II T=q: -* *- * *-'-#- Out bursts the mer - ry sun like gold, And rob - in sings both blithe and bold. Ex. 93. 3 LI4_ g^ P=F> !*- ^ 1 r-r-tr Ex. 94. EgE^! f ^=Eff^E ^fl i*- -* =? F F -*-- !* i Hear the buzz-ing of the bees, 'Way up in the cher-ry trees. Ch. Ser. B, page 1, Ex. 3 ; page 9. Ex. 95. -eg - 122: IS! :s2i c? izz: I Do, re, mi - i - o - do, Ex. 96. ft ^2: I Ex. 97. fe^ ^= F --w=*- ' "52T I 39 Ch. Ser. B, page 1, Ex. 3 ; page 9. Ex. 98. Pi t II '--' G > . Ex. 99. \ Jm * *--r *- ( 0- m Ex. 100. E ffSflEppp^ ~m d + Ex. 101. m ? ^^ 3=*==* ^i e ^*i LADYBIRD. fe^t ri J=i^ ^ 1. La ~T- 1 (&T- & > . r dy - bird, la - dy - bird, fly a - way home. Your 2. Lit - tie girl, lit - tie girl, there will I go, And 8. Then I will say to them, one, two, three, fly ! And 3 j * 3 SP ytt fe^ II r- r r at=) 7F I r house is on fire and your chil - dren will burn. gath - er my chil - dren dear all in a row. off ' we will make our way up to the sky. $$ St r~te j "=: II 40 Ch. Ser. B, page 1, Ex. 4; page 9. Ex. 102. _e *2=F S t=F zt Do, re, mi, fa Ex. 103. do, g & ^Sl 4 W ? :*_it * -0 Ex. 104. ^-4 *- J 1 * =F* * [* i ** ^H^ :p=: Christ-mas comes but once a year, With its mer - ri - ment and cheer. Ex. 105. =t II -2 l ^=& r F^= s * 3 =t Ex. 106. =t II * E& 3 Good night! sleep tight! Wake Ex. 107. up bright! 3^ rt $3 4 *- * J i Good morn - ing ! good mor - row ! To - day has no sor - row. Ex. 108. Si $$=! gj r4 ~3 =h-J s * d + : F=x sp 3E= 22: II THE MOON. mm ^ M =E=EH F=^=r# ^-*- # * p +*- 1. I see the moon, the moon sees me; God bless the moon, God bless me. 2. High in the sky the moon is bright ;Dear moon,good night,dear moou,good night. Urrtf^ -2- isi I p Vocal Drill. (See paragraph 11.) q=q= -i : ! ' : 41 3 r i i^~^-*^ 4^ 3=S=S ^1 -25 >- S a ^E^_E3^ESS =5 ^- * 9 iA ?* H j t^ -t=^ ^^ li = ^ ^ Oral Dictation, (See paragraphs 14, 15.) 2 3 4 5 l^Pi II # >? 3 2 7S I tS> g > " g s & sr 8 9 ; II - i ii 3 _<5> H ^ - ^ I ^ H i ^5? -& g * ^ g I a> ^ & II Written Dictation. (See paragraph 16.) 2 3 4 ?> s== jgg ii 8 -g- -S"- i I fl #r frr t fr^ ^^H "z? g zg~ w Ml* 10 11 12 i rozp n^^ fe^^ i 13 14 15 .? ^ FH=^dzB SB -0 *- 4=t 42 zss. Ch. Ser. B, page 2, Ex. 4; page 10. Ex. 109. Do re, do. gg^ gg^^M^^fe fe- A STORY OF CHILDREN. l#=3 3 1 i 4->H- III lli 3t= :* ^ ^ II 1 I 1. Three chil - dren slid - ing on the ice, Up - on a summer's day ; As 2. The day was cold, the ice was warm, The chil-dren they were sad ; When ^^s^^m ^=t r a id2: r- -r it fell out, they all fell in, The rest they ran a - way. all at once the school-bell rang, And, pres - to ! they were glad. . 13 3 i :^S * * fek^ ^33 ^ The new meter signature is |. Each complete measure contains the value of three eighth notes (J* J" J* 1 ). Ex. 110. ^$^m^^^m^^m?m^ Ex. Ill fcfa m^^ J Eighth Note. T Eighth Rest. jjjj^ SlG IGNATURK OF Bb MAJOR. 43 Ch. Ser. B, page 2, Ex. 1 ; page 10 Ex. 112. u Do, ti, la - o - do, Ex. 113. tf s=Hn -- ML &=*-zaLJ=jd ES gg X ^^sg Ex. 114. M P^ ^f^-a-fjUj- J | (= fjf H^EJ -fS>-r- 1=1= Ex. 115. ^g^^=g^i^^^^^ Ch. Ser. B, page 2, Ex. 3 ; page 10. Ex. 116. Pi^^i fii^ES -2-- HI JsfcM t= Do - la, ti, do. A WONDERFUL MAN. ~&-4 __p i ^ ~t~ti ^^^^^ 1. There was a man in our town And he was won-drous wise ; He 2. And when he saw his eyes were out, With all his might and main He b ==3==$mm y& ^ r-rrr fell in - to a bram-ble bush And scratch 'd out both his eyes. jumped in - to an - oth - er bush, And scratch'd them in a - gain. 44 PUZZLE SONG. A. Struth. There is ;i plant you of - ten see In gar-dens and in fields ; Its Its fruit, when young.is soft and white, And close-ly wrapped in green ; And But when the tas - sels dry and brown, The fruit is ripe and old; It The fruit, when young, we boil androast ;When old, we grind it well. Now r*=j=*=* a 3= ^^ *H *- *- 1 i& - *=*=*: t= -i-*^-4 i i r i *==t ii d ^e T- E t stalk is straight, its leaves are long, And pre - eious fruit it yields. tas - sels hang from ev - 'ry ear, Which chil - dren love to glean, peeps from out the wrap-ping dry Like beads of yel - low gold, think of -all the plants you know, And try its name to tell. Pt=f EE -0L + =t t= 3 ^ -\- ZSL t m Ex. 117. p 4=^: 4=fz =ES= =F J? J ^2: & Ex. 118. Ch. Ser. B, page 3 ; page 11. Ex. 119. ^^r^i^E =F i t=t * * Ex. 120. b*=k -+ *- ^i^^g^ Ex. 121. *E=JE -m- *- ; 45 i I i *== =P==5 zea: Ex. 122. .3 : F?=r = ^g^ !=^ Ch. Ser. B, page 2, Ex. 5 ; page 11. Ex. 123. 4 - S?_ feS O^E^i 4cpd2 ^4=4_4_ J r - + -i w m- list! Do - i Ex. 124. mi, re, do. fe i =F=F THE TAILORS AND THE SNAIL. b 4 i eSE t: r I*=^ i 1. Four and twen - ty tai - lors Went to kill a snail, 2. She put out her horns Like a lit - tie ky - loe cow 0^& E?: ' ^=1 The best man a - mong them Durst not touch her tail. Run, tai - lors, run, or She'll kill you all just now. 46 Ch. Ser. B, page 11. TOP SPINNING. w 1. I 2. I spin, love and to spin, spin and it spin on my top, the ground, ^F 1 ^ . n ^=t spin my top, spin my top, And all it does is on the ground, on the ground, And hear it hum as I is 3=t m w -* *- spin and stop, spin and stop, it goes round, it goes round, Ex. 125. spin and stop, it goes round. m II * S m ~+ &[-* *- _h -* * t=t Ex. 126. II * m- # p- ~Z- ll ~* * =E Ex. 127. Ex. 128. g Hi P* ZZ m T3 -+ # Ex. 129. Ex. 130. n & f z~ 2=^ C^- T& &- E2: *=x i B t==t 2 2=22: 4= <^- -V-*r 7St Do, ti, la, sol, fa - o - do, Ex. 132. i ii ^Eit xx. Ex. 133. g 33 S P :s Ex. 134. g s#- I THE LAMBKIN. i^ ^g 3 * 1. See my lamb-kin graz - ing 2. Lov-ing to the moth - er 3. Will-ing - ly they yield us Mid the vio-lets blue, Lit - tie lambs are found, Gar-ments thick and warm, F l l -l + i =e j i j -m -3- II =?=*F Crop - ping ros - y dai Kind to one an - oth Care - ful - ly to shield Tast-ing morn-ing dew. Kind to all a - round. From the win - ter storm. a^^ 48 Ch. Ser. B, page 1, Ex. 4; page 11. Ex. 135. -G9- = ISL *= SL C^E? II Ex. 136. Ex. 137. 3z=^?E3?E5? <-* I -l P- 'f*& ^& =j==t -t 35t: - |- g^ !^=h i SLEEP SONG. ^ t- < L F S3^HES ^-*: E- R=F 1. When the chil - dren fall a - sleep, Stars are wak - ing bright - ly. 2. All the chil - dren fall a - sleep While the stars are gleam - ing. 3. Sleep, then, sleep, each lit - tie child! Sweet - est dreams come nigh thee! =t =t Efe =p d Down-ward then, their watch to keep, An - gels flut - ter light - ly. An -gels faith -ful watch will keep O'er them sweet- ly dream - ing. Shut thine eyes in slum -ber mild, God is watch-ing by thee! I Ex. 138. drc Ex. 139. ?=E|l^=g* a- i *jfe^ n=t =t==t=F=i zctr II 49 IJg fe r ^ ^P Vocal Drill. ( See paragraph 11.) fc . Z ^mm% j=+=+===* -j g -& " & -g & gr II I - s> * <9 " & ~sr -- I -*S> sr -*- Written Dictation ( See paragraph 16.) 2 3 4 5 ^=J33^ ^^ ga #fe^FH ^ i^H 10 ^JLLJ I I r UH-f i^p^PH^^^H n 12 13 14 15 ^^pgpiii!l^iEfli^^B 50 Ch. Ser. B, page 1, Ex. 3 ; page 11. Ex. 140. a is: zzsl y* ra^ IP Do, re, mi Ex. 141. do, Hi HSi^iS^BS Ex. 142, : *TP: 0-0- Ex. 143. Ex. 144. m ^^ ^^ M ^ m^^^3m fe P=tF 3:3 i| fefe ^=H"^ *-* I Note the new meter signature . Each complete measure contains two eighth notes or their equivalent. (J J s ), (J* -\), (J). Ch. Ser. B, page 1, Ex. 4 ; page 11. Ex. 145. i i MJLJi 2=* 321 Do, fa Ex. 146. do, Sg I E -=i f g Is Ex. 147. fr f* p r fe Ex. 148. B& 3 SI SI 51 MARCHING. Emma Mundella. Emma Mundella. 3T=* S s 1. March-ing one by one we come, As if we were sol-diers brave 2. Heads high up in air must stay, Tall - er, straighter,we shall grow. f* *==* B^ S^f s=*= ^w a *=*EE 3*=Jt 3 * - F =-- * Go-ing forth to sound of drum, Wrong to right and life to save. Tho' our marching seem but play, 'Twill great good on us be - stow. Ch. Ser. B, page 12. Ex. 149. jgp ^TgS ^ Ex. 150. ii^h^^pp^ M= :ffi =t=* 52 A RIVER SONG. Emma Mundella. ^*#=F -> J: -+ 2 * its =bt r* *l - 0- m 1 1. Riv 2. I 3. I 4. Oh! i m. ,_ k ^u_ 1 --_ ^ _^|* ^ : L - er, flow gay - ly Down to the would see cit - ies Ru - ined and < would see raoun - tains Glit - tfring with s what a won - drous Jour - ney we'll sea, 3ld; now, 1 go. * tz ;^zd In my boat Pal - a - ces, )ark, mass - ive Oh! how I A J. S^+ -, J. JL 1 M-f T T ' f i t 1 1 o y, - j r M m /l b " ( m i m i H M fm 9 ^ i r [* r, i 1 * y cj SH * ** L w L> r - ^ t^ ^ t* t< 1 k ike me The great world to 3m - pies Whose tales have been or - ests That cen - tu - ries k >ng these Rare won - ders to k see; told; now ; now. in Riv - er, flow gay iare flowrs and palm Pd see the far Riv - er, flow gay - ly groves, North, - iy J 'J. A J J. A A J. J J J- P^ X ^-'b i | 1 v I i i 1 I =* ss Down to the sea, In my boat take me The great world to see. Home of birds bright, Where there's no win - ter And no winds that blight. Ice-bound and drear, Where men have hard-ship And per- il to fear. Down to the sea, In my boat take me The great world to see. ' J. A&I2J. m I SAW A SHIP A-SAILING. 63 Quickly. f f a t 1PL mft^ + *- 1. I saw a ship a - sail - ing, A - sail - ing on the sea, . . And 2. The four and twen-ty sail - ors That stood be-tween the decks,. . Were <> -2 3= 5 m =$* -* w ^ ^ ^ i i fcs: P ?- jfc=lt - ^ *' ZSfc at=t g fc oh, it was all la - den With pret-ty things for thee ! There were four and twen -ty white mice, With chains a-bout their necks. The 5E= ^P^f * * =F=F^ ^=Z3t SE jgjg: com - fits in the cab - in, And ap - pies in the hold ; . . The cap - tain was a duck, . . With a pack - et on his back ; . . And i wm d: X w sS =fc t It i 3^H II P=-^ sails were made of silk, . . . The masts were made of gold. . when the ship be - gan to move, The cap - tain said, "Quack, quack I 11 q^i=^j^ps w=* 54 Ch. Ser. B, page 1, Ex. 6 ; page 12. Ex. 151. m ZX m j mi s 3 =*=-^ g t=t -- 1 Do, sol - o - do, Ex. 152. Ex. 153. g^g^^^f!^ II * Ex. 154. Ex. 155. g&^i gfe I ^P 1 ^=-t * + *- Ex. 156. Ex. 157. f ^^f^f^W ^^^^^^ Ch. Ser. B, page 2, Ex. 1 ; page 12. Ex. 158. 1227 tt s ^ -S>- ^z; Do, ti, la do, #N^ ^=ft ^gg^ B m n- S 1* frr Ex. 159. %mm Ex. 160. afiBfes^ ^~ * fl Ex. 161. fe33 5 P=P= e gitfi Ex. 162. Vocal Drill. ( See paragraph 11.) 55 fe-g^j fc w -3- 8 | 3 3 1 3 8- M^^&^^m^ SI Oral Dictation. ( See paragraphs 14, 15.) 2 II -*0- :i^ii 3 -tS> **&- i m^m ^=a_u =&=&. 6 <&- D I s> G> O- 10 i I ^ -9 - <> Written Dictation. ( See paragraph 16.) 2 3 4 gi^i^^^ii^pSi^p # l i ^a fe ^^^E B^S l 10 n 12 13 ^ng^^i^^i^i^^a 65 Ch. Ser. B, page 1, Ex. 2 ; page 7 for review drill. Ex. 163. $m^0s i < g r 3 -1 F 2 - Do, re do, Ex. 164. I* m ^=i P^I + rzt All is safe - ly gath-ered in, Ere the win - ter storms be - gin. Ex. 165. E f*rr=H=J ^M ^ ^_S=i - *- Ex. 166. I :=J=t s SEES j< *^ jMi 3^i a=t -* Ex. 167. i H r r "* i is -J J 1= -J 4- S * * * - j i=3t II * * Ch. Ser. B, page 2, Ex. 3 ; page 9 for review drill. Ex. 168. ZZ2Z mmm^^^mi 32: JHr^ -*5>- i Do la, ti, do. Ex. 169. t? $ +*- =fcX= 4 * *- -- &&- heav'n a - bove to earth be-low, From heav'n a-bove to earth be - low, And Wing'd with heat to reach the sky, Wing 1 d with heat to reach the sky ; . w tt P=4 :2s: zst o< tjz cJ warn us ear - ly with the sight, To leave the beds of si - lent night. See the time for sleep has run ! Rise be - fore or with the sun. Ex. 170. A m- -& f 0- -w f * , ". d~ n #t$4 = -J r I # (S> " : 1 *: U " -*4^ ~ e =f=f=r i J -J J~^~ U H w 4 I - 1 L i a J J - ^ r H 58 Ch. Ser. B, page 12 for review drill. Ex. 171. -3 8 ' SEE * b* m ^3=2 Ex. 172. j^ j^gf^fe ig^ Ex. 173. # * ^^5 S 1 -* * Ex. 174. r-e-|-p ! 1 | 1 1 ^i^ J -0 0- 1 , - -\ (T3 1 i_^t_a: ^ ,' 1 ' -* -m 1 ^ts* ON FOREIGN LANDS. Robert Louis Stevenson. i m=# 3^ j J 3=3 f =1- 5^ :4 * 1. Up in - to the cher - ry tree, Who should climb but lit - tie me? I 2. I saw the next door garden lie, Adora'd with flow'rs, be-fore my eye. And 3. I saw the dimpling riv - er pass And be the sky's blue looking-glass ; The t d=3^5 II P EE held the trunk with both my hands, And looked a- broad on for - eign lands, ma - ny pleas - ant pla - ces more That I had nev - er seen be - fore, dust y roads go up and down With peo-ple tramp-ing in - to town. Ch. Ser. B, page 7, Ex. 3. Ex. 175. M l p r - i Zd- II fe fe3E I i 555 BUSY BEE. J I 59 =P=F (Zil 4 W- t 1. See the bus - y bee, 2. Buzz - ing in the trees Work - ing all the day ; In the leaf - y shade, ^^=M^m p ii w *=* Find - ing hon - ey ev - 'ry - where, Stor - ing it a - way. Seek - ing out the treas - ures The dear Lord hath made. Ch. Ser. B, page 11 for review drill. Ex. 176. I :^3=i 4 ^ ? St m 3^5 i 3 =J j - f^ ~st Ex. 177. t=fc 1 o-a ^3^a Ex 178. i ^=^ =F=^= ^ 1 i ii ' Come, ye thank- f ul peo - pie, come, Sing a song of har - vest home. I Ex. 179. 4 i?r ^^ J 2 1 (5 :x4 ' =*i 3 -s>- 60 Ch. Ser. B, page 2, Ex. 3 ; page 11 for review drill. Ex. 180. ife^^^i *-*-# ii la, ti, do. Ex. 181. gfe^ i t S IS*: Hum, hum, hum, Hear the bus - y bee; Si =fc : -J I- E=5 Mz="Jt > ^ r -* *- -* *- -- ^ Hum, hum, hum, hum, hum, hum, hum, Sings he mer - ri - ly. Ex. 182. ^m :i -4* ^ :p=i:: 3 H ^=F -^ 3 Nev - er mind the rain, For sun - shine comes a - gain. Ex. 183. *= ^5 * g: ~t i r I*=3Pt 3 LU J'l J ^ J^i ^ijrT^ HJ Ex. 184. SPE? s- II fe3=t=fc *= i^esee^ -P-=^f- =r=t -0^ :: rt p II Ch. Ser. B, page 1, Ex. 4 ; page 12 for review drill. Ex. 1 85. 61 3 m^^mt^^ Do, re, mi, fa - o do, Note the new meter signature |. Accent the first and fourth beats. Ex. 186. Ex. 187. ^^sn^s^^^ns Ex. 188. Ex. 189. -*- '~JES p i l l L_ #--* i r. r i i i - H Ex. 190. i =t mm r3=3=* a _* * * - Puss - y plays the whole day long, And at night she purrs a song. Ex. 191. mzi ESEi J * :z= J zz J d \ + g ^* -jH 0- f* t?=t Puss - y plays the whole day long, And at night she purrs a song. Ex. 192. ^^ tz: I^PE r& =m& ^^m^ II ll 62 Ch. Ser. B, page 12. Ex. 193. i^s^si^^ili^i^i Ex. 194. Ex. 195. Q >^*V ^"^""^5 -. ^^^B . , . y ysa, . MHB ^forg * -*^> J j=j= J J i !* ^1- --W-^-f-P-t^- ^=2 31=^ Ij SPRING SONG. hi *- l l I t 1. The snow is dis - ap - pear 2. The gen - tie rain is bring J*. fti rtrt-Tl ing from moun - tain, field, and ing a greet - ing to the =fc m m 5E* J. U J * I 1 ^ * * :? J. i P Bzfi m 3 i te S B * plain ; And spring with promise cheer-ing brings all bright flow'rs a-gain. trees, And mer - ry birds are sing - ing a song up - on the breeze. iHi mm* ^ 7 -$*: Vocal Drill. EM=B hhH -z3==e- * H ^f ^EE* :f=t = mi ff 63 I The vocal drills may be taken from various pitches, but when the range of the drill includes a full octave, as does the above, the teacher should not start with a pitch higher than that given in the printed exercise. * Vocal drills should be taken with the syllables Do, Re, Mi, etc., and with vowels as a, o, oo. Oral Dictation. (See paragraphs 14, 15.) 1 2 II II 3?: -&- 3? -&' I -J21 -G>- - ^=s ^H Do, ti, la - o - do. Ex. 204. Ex. 205. te^ ps^fi8S^^| te si 65 THE FLOWER GIRLS. Emma Mundella/ ^^m 4 s>-r- E EEEE 1. "Ros - es and lil - ies !" the flow'r girls cry. "One for .a 2. Ros - es and lil - ies, what do you bring? Bring to us 3. News to the flow'r girls, that now are gone All the cold, 4. So we will each for one pen - ny buy Ros - es or fir- d i i i i q =F -i | i r h M i i q pen - ny, be pleased here at the close dull days when no lil - ies which now to buy ! " Ros - es and lil - ies all of spring ? News of bright sun - shine and sun shone, Days that were long to them, they cry. Flow - ers will make- our homes II P=P c? :p P tt=F fresh and white, Pluck'd in the dew of the morn - ing bright. gar - dens gay, Where love - ly flow - ers grow day by day. drear and sad, No flow'rs to com - fort them, make them glad. gay and bright, Pence will the flow - er girls' lot make light. Ex. 206. 5^ ^ mm^^ m^ 4 iSt -r- i Ex. 207. S i =*= *- ~pz: ^bd^afl Ex. 208. Ex. 209. 66 Ch. Ser. B, page 5 for review drill. LITTLE WHITE LILY. George MacDonald. :3^3 J ^ m d h- =1 d- 1 * I H 1 -<) 4 * -s> ~* * * :d y=d-^L_ 1. Lit - tie white lil 2. Lit - tie white lil 3. Lit - tie white lil 4. Lit - tie white lil y Sat by a stone, y Said, "It is good; y Droop - eth with pain, y Smells ver - y sweet; Droop - ing and Lit - tie white Wait - ing and On her head i ^ =t* J =t ^3 wait - ing Till the sun lil - y's Clothing and wait - ing For the wet sun - shine, Rain at her shone. Lit - tie white lil food." Lit - tie white lil y Sun-shine has fed ; y Dressed like a bride ! rain. Lit- tie white lil - y Hold -eth her cup; feet. Thanks to the sun-shine, Thanks to the rain, 67 Ch. Ser. B, page 10. Ex. 214 Do - la, ti, do. THE LEAVES HAVE A PARTY. g t s 3 *=E ^Z=Z*I a 1. No - vem - ber gave a par - ty; The leaves by hun - dreds 2. The Chest - nuts came in yel - low, The Oaks in crim - son 3. Then in the rust - y hoi - lows, At hide-and-seek they g trzt *. ^ ^ came, The Chest - nuts, Oaks, and Ma - pies, And leaves of ev - 'ry dressed, The love - ly Miss - es Ma - pie In scar - let looked their played; The par - ty closed at sun - down, And ev - 'ry - bod - y y^ n- ^ z^= | t VJZL ^ name. The sun - shine spread a car - pet, And ev - 'ry - thing was best. All bal - anced to their part - ners, And gay - ly flut- tered stayed. Pro - fes - so* Wind played loud - er, They flew a - long the i I &=d=^3 5: F grand ; Miss Weather led the dan - cing ; Pro - fes - sor Wind, the band. by; The sight was like a rain - bow New - fall - en from the sky. ground ; And there the par - ty end - ed In " hands a - cross, all round. 1 ' Ex. 215. i i *s4 S^ -- 4 :^i=JEE3 -- 68 Ch. Ser. B, page 11. Ex. 216 6 ^21 K F=d=t: P ^ Do, re do, Ex. 217. Ex. 218. Ex. 219. Ex. 220. B E m ':. mim srn $zm^^ m^$*^m ^& BESIDE THE SEA. Robert Louis Stevenson. fi=^ =1 d : i i E3 3 1. When I was down be - side the sea, A 2. My holes were emp - ty like a cup, In 4 I 32: -e>- 2P wood - en spoon they gave to me ev - 'ry hole the sea came up, To dig the Till it could a -(S-*- 1 2: ^si sand - y shore, come no more, To dig the sand - y shore. Till it could come no more. PART III. For the order of the lesson and full directions see pages 21, 22, 9-20. The vocal drills and dictation exercises given in the Part II. should be taken as review month by month with this work. Additional oral tonal dictations are given with each section of the third year work. The written dictations, tonal and rhythmic, may be selected from the simpler sight reading exercises. The order of the lesson and the chart work should be faithfully adhered to. Chart C presents elements for ear and eye training which are not fully developed in the exercises and songs of this book ; that is, the book is made up of such material as should be read freely and with pleasure, while the ear and eye are being prepared for what is to come later in the course. Thus we secure the child's interest and pleasure, and avoid contact with that which would be too severe for free and enjoyable exercise. Chart Series C should be followed page by page to the end ; begin- ning with September two pages should be mastered each month. But the exercises in this book call for special drills, and these are indicated by chart references in connection with the lessons in which the drill will be applied. The thought contained in these exercises and songs is similar to what precedes; but it is more developed here. The exercises should be sung fluently. Sing as soon as possible with a neutral syllable ( loo or la). Frequent practice should be given in repeating an exercise without looking at its representation. This trains the memory both in sound and in representation. Ch. Ser. C, page 1. Ex. 221. %i 3 1 izr- 2=t "Gr -=?- Ex. 222. i =}=rd "<= II 2 ifczt: 2=: t=t kJ (69) 70 The Evenly Divided Beat. Young pupils tend to give a beat to each tone. To correct this, re- quire them to hold the finger down while they sing two tones, then raise it slightly and quickly, and put it down again, and sing the second two while the finger is held still. Experience seems to show that children learn more easily if downward 'beats alone are counted ; thus, a two-part measure may be indicated by down, up ; but down, down, is more effective, especially if a slight sound is made by the finger on the top of the desk. Ch. Ser. C, p. 4. Ex. 223. i II 2 3= =3 J U*U 4 -m- '- :=:* ?=--*=* -* ^ Ex. 224. g ) 4 u r m aat :*-+ gpS^i^fcH sipiiii^s^fei] Ex. 226. *2 5H m s= p 0-0- -J =e 3$m ^s Bx. 22T. fe^ S^g^g^ g^ $l^ Ex. 228. m *ti w+- 37r.j at ljnj S ^ J Ml Ch. Ser. C, page 4. Ex. 229. m -* - 3^P 71 ^g^S^^^I Ex. 230. i 2 33S=f ' w Ex. 231. t T=t # *- II z*= \-& Ex. 232. i Sa 1 2 Q = = '1 ^ 4 ^^^ * *-*- Ex. 233. Egm 3 [ Effi3 * ffi^ *- S A CHILD'S PRAYER. Joseph Haydn. ^^m i m & 1. (rod of mer - cy, God of love, 2. Young and err-ing chil-dren we, Lis - ten from Thy throne a - bove ; All our needs are known to Thee ; i ^ IS *Z=*I ^S3= g -3rd ->- Hear, oh, hear our low - ly cry Guide our steps and be Thou nigh Let us ev - er hear Thy voice, In Thy coun - sel still re - joice. 72 Chromatics. A chromatic is frequently introduced between four and five of the scale. This tone is called Fi (fee), or sharp four (jj4). It is easily sung from Sol, or five. i #=^ Sol, fi, sol, Sol, Fi, Sol in one key is identical in sound with Do, Ti, Do in an- other, so that we can use Do, Ti, Do while learning Sol, Fi, Sol, thus: 32: -&- -- *= - I Do, .ti, do. Sol, fi, sol. Sing Do, Ti, Do, and then Sol, Fi, Sol, on the same pitches, and the chro- matic is soon learned. Ch. Ser. C, page 6. 22: 1 Ex. 234 Ex. 235. MB=i=^^S=i 22: -&- Do, sol do, ti, do. Sol, fi, sol. Ch. Ser. C, Page 6, Ex. 1. Ex. 236. Ex. 237. iSiifip^Sp j H^l Ex. 238. 3^ ppipfl m i fcZBt Ex. 239. Ex. 240. Si W*^ 3 #= i**=z mi #* i A sharp placed before a note as in Ex. 235, is called an accidental. It affects the pitch of the degree of the staff on which it occurs, but its effect does not extend beyond the next bar. 73 Ch. Ser. C, page 5. Ex. 241. I %=?- * =P mm&=m=3= Ex. 242. t=F Ex. 243. ^^^^M I Ex. 244. PPH 3 # J. G. Whittier. I THE CORN SONG. ^= 4 #* S 3. We bet ter love the har hitrh 3^H the ap - pie rutr - - Ex. 246. I 33 B^ T Z t fEE^ 3 s > 4 I s 1 ^^ 3 -s- i WHEN THE CHILDREN FALL ASLEEP. Amalie Fklthensal. 2 ^ P*E 1. When the chil - dren fall a - sleep, Stars are wak - ing bright - ly; 2. When each bough and leaf- let gleams In the star - ry splen - dor, 3. Sleep, then, sleep, my lit - tie child! Sweet -est dreams come nigh thee! & ^^ ^ 3 3=*: 6 ^ I! *^ t Down-wards then, their watch to keep, An - gels flut - ter light - ly. An - gels come and bring us dreams, Oh, so fair and ten - der ! Shut thine eyes in slum - ber mild; God is watch -ing by thee! K -K -1 Pi :* r 76 Ch. Ser. C, page 4. Ex. 247. i^nfe; * Do, re Ex. 248. do, SSg=sgp|ii ^^Si*0 ffi~^^ 9^J=j=j '*'* : t = i HIDE AND SEEK. * Lively. d^ rftc m ^=FP Jt*=e 3E 4=k: 1. Hush, O hush ! and o'er the ground Si - lent - ly come glid - ing; 2. Hush ! you must not speak or stir, Or you'll be be - tray - ing ; & =fc In a - mong the trees I've found Just the place for hid - ing. Was that Ma - ry ? Watch for her ; Near us she is stray- ing. F^t. 8 m :=: Crouch be - low the swing - ing bough, Push a - side the bram - ble ; Hark! I'm sure I heard a cry; Did they aught dis - cov - er? fe^^ ^ -fr & ( E ^=9- I & There! be - fore they find us now, Far and wide they'll ram - ble. No, a bee came hum-ming by, Through the pur - pie clo - ver. 77 Ch. Ser. C, page 8, Ex. 1. Ex. 250. Cs iiii^^^i^^=ppgl^ Do, re - e - o - do, Ex. 251. 3^3^S t=^ SI - + * gg m ^^ Ex. 252. S|^i^^^^p&^iS! Ex. 253. B 4 E: J Bt=^ ^=*: Ex. 254. #5^-^PpP^lS *-* = -3=*==*=?=F 3= 1 Oral Dictation. 2 3 i <5> c- II .a. &. -9 a. II -a -s? fi <- fl ^ m 8 II -- flls n 3 8 Do, re - o - do, Ex. 256. i fc 3 p-p=s^ eEE^E^ S=S=S g * * ^s Ex. 257. n=n=ff S i^ii ^-J-I^^ Sg^ 1 1 1 1 v Si gE*=a= i ( i t -I -J- -*- *- ^ 1:1 Emma MundelIjA. u JOURNEYING. P9 =t ^g ^ t- tsfc 1. Riv - er, flow gay - ly Down to the sea, 2. I would see cit - ies Ru - ined and old, In my boat Pal - a - ces, te=s - i : ' :t=: 4=t I 1 1 take me The great world to see ; . . Riv - er, flow gay - ly tern - pies Whose tales have been told, . . Rare flow'rs and palm groves, i <^*r =t ^^ I S>- Down to the sea, In my boat take me The great world to see. Home of birds bright, Where there's no win -ter And no winds that blight. fe Ch. Ser. C, page 7, Ex. 1, 2, 3 and 4. Ex. 258. 32: =:4: Do, ti, la - a Ch Ser. C, page 8, Ex. 1. Ex. 260. o - do, ti, do. Ex. 259. fiS^ Sol, fi, sol. w m^m ^^m 79 :1 * I Ex. 261. Ei4=^^rJ Atj-+-|: 3=!=*: ^S ^=*= I Jank Taylor. ^H THE VIOLET. 3 fc=4 1. Down in a 2. And yet it 8. Yet there it 4. Then let me green and shad was a love was con - tent to fcst y ' bed, A mod - est ly flow'r, Its col - ors to bloom, In mod - est the val - ley go, This pret - ty bright . tints flow - e let grew ; and fair ! ar - rayed, to see, Its It And That stalk might there I was bent, have graced dif - fused may al S t*==fc 1 tzsfc s o tip: -&-*- it a its so hung its head, As irrr to hide from view. ros - y bow'r In - stead of hid - ing there. sweet per - fume With - in . . the si lent shade. learn to grow In sweet hu - mil - i - ty- 1 30 Ch. Ser. C, pages 6 and 7. Ex. 262 m '*!i^SI E=SSg =F B3 t=f- *-*- S=P^ ^^Sp 1 *-* t=n ^^iSli^p^ *= 33^ <^ li p Ex. 263. ^^ =1 aa^j: =r i Ex. 264. rfl Ex. 265. |ra3i3^E3 =t 3=* y,UiJJ | J JjT7jJl l MAY SONG. *= h- 1 q =t S *=P 1. Dew-drops hang from leaf and stem, Each one glist-'ning like a gem; 2. Rose in bud and bloom of May, All, dear child, are yours to-day; II $=*= =t 3 ^-J* i * s>- Car - ols ech - o through the air, O - ver,arch - ing skies are fair. Ten - der - ly strew fra-grant flow'rs In the shin - ing morn-ing hours. 81 Ch. Ser. C, Page 7, Ex. 6. Ex. 266. srpi =t -+ 1 I t^t^e BE ^=^ : f= fa Et= ffid-H bz: Ex. 267. m^zm -&- ^ JZL ZSZZHI =-: 3 ts>- H L---J _j )S ,_LC^ s> . =t= - -cr - Ex. 268. =t II E $3=3 =t 4z=at :sL Ex. 269. S^^S^^^B^S^i 1^^^^1^3^i=^^^3ii^=[l Ex. 270. W^f E^^=mr =r F : llH3l^^=H .1 *? G? H3=3==3= 82 IT CAME UPON THE MIDNIGHT CLEAR. Softly and slowly. Traditional Aib. ^Sj t=F- 5=P=q Sb 1. It came up - on the mid-night clear, That glo - rious 2. Still through the clo - ven skies they come, With peace - ful 3. Yet with the woes of sin and strife The world has 4. O Prince of Peace, Thouknow-est well This wea - ry song of wings un - suf - fered world be - fe=s P^l 1 BE3 -*=? i J -1 -g Q w i {- - old, furled, long; low; i From an - gels bend - ing near the And still their heav'n - ly mu - sic Be - neath the an - gel strain have Thou se - est how men climb the earth, To floats O'er rolled Two way. With =t 3=F 33i i i -&T- touch their all the thou - sand pain - ful harps wea years of of steps and gold; world ; wrong ; slow; Peace on A - bove And men, Oh, still the its at the earth, good sad and war with jar - ring m r i will to men, From heavVs all - gra - cious low - ly plains They bend on heav'n - ly men, hear not The words of peace they sounds of earth, That round the path - way King." The wing, And bring : Oh, ring, And 83 world in sol - emn still - ness lay To hear the an - gels sing. ev - er o'er its Ba - bel sounds The bless -ed an - gels sing, lis - ten now, ye men of strife, And hear the an - gels sing, bid the toil - er rest a - while, To hear the an - gels sing. i ^3 =t gg^^? it -& li HOLLY. 2=^^=J= 1. Now 'tis mer - ry Christ - mas, And the hoi - ly bright, 2. Crown for mer - ry Christ - mas Weave with gen - tie care t P t = r f frc Hang - ing in the win - dows, Fills us with de - light. From the leaves so har - dy Dressed with ber - ties rare. g^ ^=^jB Dain - ty lit - tie ber Sing the praise of hoi ries, Shin - ing, red and round, ly Sign of hope and lovt, a 3 II W You are ver - y wel Bright at ev - 'ry sea w ^t S =t come When snow's on the ground, son, Sent by God a - bove. fi This sign means that there are four beats to a measure. 84 PAT-A-CAKE. Ch. Ser. C, page 13. Ex. 4. p^^^m^=m^m & * i Pat - a - cake, pat - a - cake, bak - er's man. So I will, m fe==^ E# s ^ v- eee :V .* =*= * feEE mas - ter, as fast as I can ; Pat it and prick it and iH=tt-*- s i^=* 1 r f - ^~d :*= mark with a T, And put in the ov - en for Tom-my and me. Ex. 271. EE t= -* ^ ^ 1 3 I* f -* *: P=^ I S=& * * Ex. 272. Ex. 373. ill^fe^iapii^^fl^i 3=^ =t ^a s fcg t ^nFF 1 THE DAY IS BRIGHT AND SUNNY. 85 3 A. J. FOXWBLL. Merrily. C. A. Kern. u *m i *M^*M p ~4=3t I I The day is From fields of bright and scent - ed sun clo ver The The air is sweet and larks ex - ult - ing 3. What though a pass - ing show - er Should mar thy joy et 4 Ej^z *= $M t=* I ^=3 m ^ % clear, The bees are seek- ing spring ; c hon To each de - light-ed rov " 5 * S f ey From flow - 'rets far and near, er Their spar- kling notes they fling. while ; The sun re -turns in pow - er, And heav'n a - gain will smile. *=? :l =fc ^ Ex. 274. 6 W^- m r e^s ^ 33E is* II Ex. 275. ^iS^i|if^ipl^pjil^p Do - a la, ti, do. Ex. 276. i^t F ^i^g^^^^g Ex. 277. ^^^^^^m s ^=i Ex. 278. i^l^I^E^i^l=igSJ^=I Oral Dictation. i ii i pztNzzp: -g ^ s>~ & & -Z? <& z?- I -g> g? g- 'Z? fi * 2?" II ^ &- &7Q- & <9- II M -& s> - g II H=H=i 10 ^? ^-zj g I 11 12 13 II g H g> ^ "g- - g g - -g -g- II 87 Ch. Ser. C, page 8. Ex. 279. mm S^3j^^^ ^^1p H Ex. 281. =& 4 ^ s ^^ z +^ S=^^ r^^--*-+^v +^\-i ^^\ z +^n Ex. 282. Ex. 283. ^g^^^g^ ^^j ^ ^ g ff il A SONG OF AUTUMN. i Lively. ^- ^-JHd"-^ = a&s 2 3^ 1. Hal - lo ! fling wide your doors to me. And heark - en all who 2. I climb the trees at morn - ing hours, 'Tis al - ways Au-turan's 3. Hur-rah! how blithe the ech - oes ring In wood -lands green and 4. You know me well the Au - tumn gay, At rest I ne'er can ^sii^i 1PB o 7 : *=* T r- will ! I come, the Au-tumn blithe and free, With joy your breasts to fill, way! Ripe ap- pies fall in heav-y show'rs, And pears as sweet as they, still, Where thro' the branch-es leap and spring The squirrels at their will. be, Hal - lo! hal - lo ! they call a - way, And blithe-ly fol - low me! 88 AN EARLY COWSLIP. Mrs. Alexander. Quickly. Lady Arthur Hill. 2=: m *l=2t i =t 4> 1. "Get up, lit - tie Ma - ry,"Har-ry called to me; ' Come and see the 2. So I got up ear - ly, Ere the dew was dry; All the lawn was 3. But no fair- y fig - ure Fled be- fore the sun. Cow-slips sure are 3 J -m M m h j- s fi^P =4: mf T. & gl ;> r=r , *=sc 3= t? *=qv S =K fair - y 'Neath the row - an tree, pearl - y, Ros - y all the sky, big - ger; Here is on - ly one: Sweet - er lit - tie fel - low And a gold-en glo - ry It has cap of yel - low ; 3S^ Nev - er have you seen; He has cap of yel -low; He has gown of green." Set the leaves a - glow Of the ash tree hoar-y,Touched the grass be-low. It has gown of green; Ah, yousil-ly fel- low, This is what you mean. Ilplll ^r i i V D Se& GOD OUR FATHER LOVES US WELL. 89 Franz Mair. Slow and peaceful y,D | 1 I i y u/i - f(\V \)\ i J m * j m m (z) X-J 9 1. God our Fa - ther loves us well, All His 2. Earth - iy sor - rows will be - fall Cares and 3. Yes! and that we may not share Tri :ils 4. Great and glo - rious, kind and just, Shall we 5. Yes! f) h we will in Him con - fide, He shall Vi 1 /L b hi/ 1 1 ' 1 ' irh p " " y -' g| i 1 1 1 m m J J 1 d 1 & * 1 I e $1* 7. f acts of mer - cy tell; chan - ges come to all ; more than we can bear, All His deal - ings speak to By His won - der* - work - ing He will ev - er near us not His good - ness trust ? While His fa - vors we re - o'er our thoughts pre - side ; Full re - li - ance He must feg fe jzrj= y u -- 2: II ft man skill, stand, ceive, claim ^m Of These Shield Shall This a are ing we we wise turned us not and to with His ren - der gra bless might word to ClOUS ings y be His i plan! still, hand, lieve ? name! II 90 Ch. Ser. C, page 9. Ex. 284. Ex. 285. j^j^^^^^^^fej^=t Do - re, do. Do, ti, do. Sol, fi, sol. Ex. 286. ^e5Mee^ 3^5 I -g* rJ - Ex. 287. :2 g ^ ^^ = :c2 CJ2Z -^ c<- Ex. 288. I #=^=j: :st ^=tjs>: ^2: 122: -^- Ex. 289. f h t '2 l^5i $s> s*- :z2i tb Se*=e ^ =t=* ^E=^^^ I I=*= > i-S> 2^* l-iS* Ex. 290. 'S^as t=*t=t > *- *= fess ^ 8 H7- f=*^ -J 91 Slowly. MY FATHER, HEAR MY PRAYER. C Hutchinson Lewis. E * j d=t St d -<&- = 3* 1. My Fa - ther, hear ray prayer, Be - fore I go to 2. For - give me all my sin, That I may sleep this 3. Lord, help me ev - 'ry day To love Thee more and 4. Then look up - on me, Lord, Ere I lie down to J I B\ m =t i =~E Sf- - j Y& - t m i i= jjij teg -r s SE j ja^fe 1 g> . rest; It is Thy lit - tie child, Who com-eth to be blessed, night In safe - ty and in peace Un - til the morn-ing light, more, To strive to do Thy will, To wor- ship and a - dore. rest ; It is Thy lit - tie child, Who com - eth to be blessed. feN - J !l BE ia -m m w- e- * r i i4 i=Pi <^ si 92 Ch. Ser. C, page 9, Ex. 5. Ex. 291. S^ 11 L &= i "S3EEEB. S^ Ffrf=T -* 0- J * * SI tzzaL Ex. 292. fP^I ^5 HI te: ^=g^^j II 3= r i r >- Ex. 293. t=i =t ^: IJ E 4 4 * S === EC 2^S^H -fS 1 -?- II Ex. 294. r^H^F ^ d- 3 H 1 t=d=d .0. 0. p. r r r EH =t SI 3 :=1=H s ,_s_ =1=1 93 THE SHADES OF NIGHT ARE FALLING. F. Garth. i Slotoly. Effi ^ =t 1. The shades of night are fall - ing O'er moor and wood -land 2. Earth's tribes in myr - iad num - bers, By gath- 'ring gloom be - 3. The stars, in sof-tened splen - dor, Shed forth a ra - diance 1 I EE jet &m wild ; Its calm to rest is call - ing ; Then sleep, my child ! then guiled, Now sink in peace- ful slum- bers ; Then sleep, my child ! then mild, They speak in ac - cents ten - der ; Then sleep, my child ! then I 3 m 3 ^ i s^ i EE a, ft F sleep, my child ! Then sleep, my child ! Then sleep, my child ! i =t ipp^fl 94 Ex. 295. *S ^gj^3i Ex. 296. mm - m -m * m -j -m , P=* ^^Sl Ex. 297. m o * F - f=E & *- i Ex. 298. =| t 4 z ? * ->- 3^3 =i= l ^ 3- ^fe B S Ex. 299 3=^ S^ 4 =F= f=a^ Z3t ifc: Ex. 300. fc tz? z J J J-1J i|J =1 - ^ *' =t* II Ex. 301. S3"= =t= ^=pq; E=t ^g^gEi te-3FI f=l= m Ch. Ser. C, page 6, Ex. 3 and 4. Ex. 302. K*i\ J n 114 r3= q=q ^ ^ HPIS Ex. 303. gm^ 5 +~d+- ?=g E~r * -E* - w -r-BS z -^H J v ~- 95 Dictation. The form of the dictation exercise may now be varied in the following manner. The teacher may give the pitch C and ask the children to sing the scale down from this pitch. She may then call for the octave down, and the children should respond with ^^m w Next the octave up may be called for. Having sung the scale and the octave from C, the pitch D may be given and the scale and octave from this pitch called for, after which E may be taken as the starting point and the same course pursued. Thus the terms scale and octave come to have a very definite meaning to the child, and he will soon be able to write from similar dictation any series of notes which the teacher calls for, affixing the proper signature in each case. It has worked well, as a means for teaching the key signatures, to place upon the board in a convenient position all of the common signatures in both sharps and flats together, with the key note and the name of the key indicated. Thus the blackboard would bear the following, Key of C. Key of G. Key of D. Key of A. Key of E. Key of F. and so on up to the key of Ab. By constant reference to these the children become expert in the use of signatures, and much time and labor are saved. When the children are familiar with the key signatures it is possible to secure the correct writing of scales, octaves, and brief tonal successions from direction. Thus "Write the scale from D," would be an entirely clear direction, and the children would respond by placing the key signa- ture correctly before writing the notes. 96 Ch. Ser. C. page 10. Ex. 304. & is f J . J- fiEf U * II Ex. 305. ^^^^^^ = ^ h* tar ^ Ex. 306. -JLfe-4 ^ & - /Lb J 4 n TN "1 & *1 r h - i fc 1 i a j a R a -^_2 (Cp H - * * N H ^ -d - U H H *--a- p p bf- ^s^^ie^^^^^i i Ex. 307. 3 8 t=t ^= ii Ex. 308. ESE^ ^=jp i ^=p: II Ex. 309 Q--*-e : 5^33 ^feE^^SjEg ^^EJ =* * 3E :=3 :^=* I Sixteenth Note, q Sixteenth Kest. 97 Ex. 310. fe^gESESEggyJ=J Ms=g =g-_ a -^=hrg=3=b - "^ tfz^zdg^. _p. ii^l $ *=#^ zt ^=t=fc tMz^nJ: V i*- GYPSYING IN THE WOODS. Lively. Amalie Felthensal. ^"S ^ =JC J >-4 m 1. We all are bold gyp - sies. So free and so 2. Be - neath an old oak tree We set up our 3. We drink from the stream-let That's flow - ing so 4. Here's cake, and some ap - pies ! Here's chick- en, and 5. What fnn to be gyp - sies, Yes, just for a gay! And we tent ; And in clear ; But our pie ! Our kind day ! But when live with - in the green -wood, Yes, just for a games and mer - ry sport - ing Our day shall be bas - kets well are fur - nished With ver - y good cheer. day! spent. moth - cr knows that hun - srv We'll be by and by night comes o'er the green-wood, Then home we'll a - way. fcfc mm t 3 : m p Ch. Ser. C, page 10. Ex. 311. =5 ^TP -^ B#t^^^M^fe&^i Do - re, do. Ex. 312. 6 * 1 # - -*- K I 4 *=F is s i r II 43 =1- is> *- Ex. 313. i 0h?-o i* h 1 i 1 fe 1 h -. / b f ' V *1 P* *1 at *1 i p m *i r* *1 1 -4) P 4 * J- * n 4_ ^_ * M 9 9 r - i L v^ f i m - i T i ^i^P^Q PT-T I^fl 3 t - *: Ex. 314. fck = -* F t= -* *: -I 3 * =1 Ka ^ i ^=w ;^_ ^3 ^p 1 :p=t ^=F# -- ' I Ex. 315. nfr*^ - m m fT3 1 $ b i-f - ~~E=^fe m J J t ..| S-* ] tr r -#d>^ 1- L| 1 1 1 rd n ^-^ -- # 4 1* ==^-*^fl 99 SNOWFLAKES. Softly. Fbedebic H. Cowen. fe^g g ^ 3i=h: \ ^=& =c ^ =fc 1. When -e'er a snow-flake leaves the sky, It turns and turns tosay,"Good- 2. And when a snow-flake finds a tree, "Good day !" it says, "good day to :fc^*^ ^ ** **r =t ^ jf- _fr ^f =* -S3-" P - * *- 3=p f- # 3^= =jt by, Good - by, dear cloud, so cool and gray, Good - by, dear thee ! Thou art so bare and lone - ly, dear, Thou art so 5 ^=* 3t S *&=*=& P L p p* ~r p -z ^^ ^iL^=m ** s- cloud, so cool and gray ! " Then light ly trav - els on its way. bare and lone-ly, dear, I'll rest and call my com-radeshere." /7\ & ?=* , ^w E wm m r-f p ^^ i w '*E?EE t=^t ?>=* 100 Ch. Ser. C, page 13. Ex. 316. ffl^^fe [pl^lllijl Ex. 317. Hrer- Do, ti, do, te, te, ti, do Ex. 318 A-\z=^p F*F ^ P La, si, la, sol, sol, si, la ^ H5- Pi Ei2=*: ^eeP 5== E= jjfej^gg Ex. 320. fc s 4 J=T* ^3ES i b fc=3 ::=* EVENING. i i ft* S=F ^^ 1. When the stars at set of sun Watch you from on high, 2. All you do and all you say, He can see and hear; 3. All your joys and grief s He knows ; Counts each fall - ing tear; * 4=fc -*-=- fe3S ::t M u - z-T-iW: -* ^ When the morn -ing has be - gun, Think the Lord is nigh. When you work and when you play, Think the Lord is near. When to Him you tell your woes. Know the Lord will hear. dt 3^ : I -| s =* When the morn - ing has be - gun, Think the Lord is nigh. When you work and when you play, Think the Lord is near. When to Him you tell your woes, Know the Lord will hear. 1U1 A BIRD'S SONG. P 1 ~P =5= *=3= =Jt ^ 4 ^ 1. Tweet! tweet! tweet! May ev - 'ry hour be sweet! Tweet! tweet! 2. Tweet ! tweet ! tweet ! May ev - 'ry hour be sweet ! Tweet ! tweet ! =*: m - -* ^ ^^ *- tweet! May ev - 'ry hour be sweet! God loves us, and tweet ! May ev - 'ry hour be sweet ! Love to all and Fj 5 V God loves you ! Let friend - ship true! Trust us sing and praise Him the right and, du - ty i ^ y- 1*=^ ^ -* * too ! Tweet ! tweet ! tweet ! May ev - 'ry hour be sweet ! do ! Tweet ! tweet ! tweet ! May ev - 'ry hour be sweet ! Ex. 321. =rf ~$% : =* ^=fr 1 ** " =t J *- *=?=^=^ * # +- Ex. 322. =J=t E=4: "1 * q- -* 102 Ch. Ser. C, page 10, Ex. 4 Ex. 323. fa q ^ R 1zr__jz-q=r-H: Pl^ -p-h 5 * ssm% V ^TrJ 1^ Ex. 324. JlJ L I g^^Sgii 1 H I i S3 b s* - II Ex. 325. ,2 Efe 3: -S9 ^2 5 r ^ s -Tg~r ^rrp^ H -- EE^ ^B -g" ITdr PP3^3 I g? i g^ gg- < 5> I -gy Ex. 326. g^^^p^^^^i&^^ <& L s>- Ex. 327. dfc ^ M^^rf^^^mm^ gzzzr^zLus. 1=2- m Dictation. (1) Write the scale down from D. (2) Write the octave down from D. (3) Write the scale up from D. ' (4) Write the octave up from D. (5) Take the same exercise from Et>, F, and G. 103 Ch. Ser. C, page 13, Ex. 6. Ex. 328. Ex. 829. Ex. 330. Ex. 331. =221 &=& g y^=F= p Sol, fi, sol. Do, ti, do. Ii< Sol, fa, mi. >E^ 1 Do, te, la. Ex. 332. :d r 2 9- I -Jts^t fEEB Ex. 342. i >3 : +=W- ^ :^-:22 = zi Ex. 343. i i ^ IS: Ex. 344. i II W m m m p #- * * ^- Ex. 345. J *3 ^3^ 4. 22 Ex. 346. ^ tj.-^gi -j^ i^^g IS i to^ * - Metric Dictation. e &4 3ZT a =F -* * 4 =2: -* - s :^ 107 OVER YONDER. Oentty. % r n jn K 1% 1 1 TTWh* P* P i d _j S p_ i 1 1 N h ffly> iLi J {-Z m $g t t W * r > _^. i u -x^r z -F r . r s 1. - ver yon - der, green boughs un - der, Lies a 2. Soft - iy stray - ing, soft - ly play - ing, Through the 3. Boughs de - scend ing, low are bend - ing Round the 4. Xear her treas - ure, filled with pleas - ure, Sits and 5. Bird - ie nap - Ping, m light - ly m flap - P in g, Moves his ^Hr-8 ^r I -I I 1 Wb-^ * 1 F =d -f- | -* J- m ffi^ # & m ^z J^ ba - by boughs the lit - tie sings the wings ; for bird at rest; Mov - ing breez-es blow ; Some - times hith bird a - sleep ; Leaf and flow moth-er there; And her sing all his dreams, While thus ly slight - ly, er, er ing ing, 1/ stir - ring some-times make its far is are of 1 Et f^^ I ?'?- P^f I f- nest. fro. peep. air. beams light thith bow ring fly iy. er, er, mg, its Rock the Where the ins Through the feEEl warm bird sun qui Of sweet airs, and ie beams et and r^ co - zy to and come * to ny s 108 Ch. Ser. C, pages 12 and 14. Ex. 347. Do, re, mi do, Ex. 348. M m 4 *--*- :tj ^g^gg^j g5j^ Ex. 349. i pt ^=^- fe^^Ef^ r 1] 4_ * o Uj U Ex. 350. g II P3=3=yq S=F CE II ^S =*: Ex. 351. i* P* P^EEi^S^^ e a *-# g^ME^Jj Ex. 352. *fc P^ ^ I - ?^- # -* * * Ex. 353. Ufa #H P=^t*=zt= ^P^ =B 3 II A. B, C, TurabledownD. The cat's in the cupboard and can't see me. 109 LITTLE THINGS. L2 Slowly and softly. Eossetteb G. Cole. zifo _ mm 1. Lit - tie drops of wa - ter, Lit - tie grains of sand, 2. So our lit - tie er - rors Lead the soul a - way &2 !bfc I V r r r* r i > U *- Make the mighty o From the paths of vir ;gsi^ ^ Le J Zj^ML ==* r cean And the beauteous land. And the lit-tle moments, tue, Oft in sin to stray. Little deeds of kindness, 2 * -JS3:-*-** fe=c2: i * m- S^S |3fld Ilum-ble tho 1 they be, Make the mighty a - ges Of e - ter-ni - ty. Lit- tie words of love, Make our earth an K-den Like the heav'n above. 110 Ch. Ser. C, page 15. Ex. 354. &-&- F IPS -f= (S- 2 - Ex. 355. f-g #=> :?=: - -ar-&- 7SZL ^^ ^i Ex. 357. fc 2z^i =t m =f=2= -< 3S2Z -c*- II Ex. 358. Ufa pp 1^ ==Rsn U g p^r ^^ f=2-fS- za -S> - - ^ Jk m _t- Et s II though we are but chil - dren still, To be as bus - y ev - er. chil - dren should not lin - ger long;Day was not made for sleep - ing. if we la - bor hard all day, Our play-time seems the bright - er. Ch. Ser. C, page 11. Ex. 366. g ?s 3# ia Do, fa do, Ex. 369. i is: ~s _ Ex. 367. Ex. 368. a, teas .4 .^ j g > ^2=^: =fc s fi, Ex. 370 ^ g^g is: Do, re, mi d9, Ex. 371. Ex. 372. tejjEgg^i ^ ^=ZS 3 0&- 10M Pf -c^- L ^ II Ex. 373. * *W=^ 2 -^ s fc :s: :s2_ ~c _ 1 113 THE NORTH WIND DOTH BLOW. Nursery Rhyme. 1. The north wind doth blow, and '2. The south wind doth blow, the =3=5^3 ^ -=1 "^ra-^r E -# -0 *- S we shall have snow, And what will poor Rob - in snow will all go, Pray what will the Rob - in gf^f: st do do 9F I :*=: 3S then, poor thing? He'll sit in the barn and keep him - self warm. And then, poor thing ? He'll hop from the barn, all hap - py and warm, And A ^ =3= P p i * 3c=R ^ &= It t* * - tuck his head un - der his wing, poor thing, sing a gladwel-come to spring.sweet thing. m " pis 4- I 114 Ch. Ser. C, pages 12 and 14. Ex. 374. Do, re, mi - do. Ex. 375. m ^f^ s i N - =*= tel I =* * =t- Ex. 376. 3=* ^ gl^ U=> ^ J q *- SE33 at* *-* # ^ Ex. 377. 'mJ= ^4^^^-d^-j l~^ ^i * X iff :* ^ pEpPI Ex. 378. *S m? * . :#* 3 I *l ^pi^ feft==:#: -- :*=*: Ch. Ser. C, page 17. Ex. 379. Ex. 380 115 Ex. 381. Ex. 382. 23* I Sol, fi, sol. Ex. 384. Do, ti, do- Mi, ri, mi. Ex. 385. BfeaiSto Sol, fa, mi. Ex. 386. Do, te, la. & ^ 33 i^ S=p: II D"3 ^ i ig St gEfc = f 2=i a t=F 35 Ex. 387. II "^^^ f=t= :s2: p=^:=i=^2: -g ^ !l& Ex. 388. II =^ fS- fe g-fg * z?~ fcg g? *=* S2: Ex. 389. jg^^^p^g^^P ^SJ One,two,three,four,fiVe, I caught a hare a - live, Six.sev'njeight.nine, jl g^^fefe^ "- * 3 $ ten, I let it go a - gain, a - gain, I let it go a - gain. Ex. 390. 2-tJ =22_fe- :c2: :22= r-^r n : ^=-- 2=fc 53- &=E ^3T ! ^E ^ g-J-g^ -&-\r& - -w 116 Ch. Ser. C, page 20, Ex. 4, 6 and 6. Ex. 391. Do, sol - - do, i Do, sol Ex. 392. J* J* = J *_ 3s=*=fa E *-*- Ex. 393. ^J^^-J. ^ R=^=Jt=^ ==*: SI 3t=S ?=* Ex. 394. fa^ J PqF* S j i (*- =* fcfcr *=* Ex. 395. -N->- & a s jg *- =*==*- -dC lTT" -*-v- -*=^ dle, r J 3- Hey did - die did - die, the cat and the fid - die, The cow jumped o-ver the m ^5= * -*- 0- * -4 -= 0- 4 -*- m moon, The lit -tie dog laughed to see the sport, and the I .i q N ^Ej%^a p ^ I5---P2 EE dish ran a - way with the spoon,* The dish ran a - way with the spoon. Ex 396. i fe^ fi *-* f j -g-^- F] ^ i^ + - # ^Sf f PEJg 3l3E --*-*- Ch. Ser. C, page 6, Ex. 6 and 7 Ex. 397. 117 Sh-r ! = f i r i ?=c -*H II *y Bg i=]=d=t -* *- *=:=* -JtzuL gg=F=9 r=nd Ex. 398. I=3 j ri S a: I ii3=i TM z * *- + *- f=j == F 31 LITTLE DROP OF DEW. Moderately, softly.- you are ; blue skv; -r 118 Ex. 399. 3=^3 m j ^ ' CJ-u-EP # p *- J=F=t i *&& m *"jr^ ^~r i ~ f ^^a^^a i Ex.400. -^= P _<. =^=4= =3= -Fl -=1= =3=r i rl h r-rT 1 _l ^_ - ^_&|z^_ -j J -* 1 ^J =*-z=*E -fcWr- +- -H Ex. 401. _e 1 fF^ Ex. 402. Ex. 403. tel m * J ^ m&^m 119 Songs and their Use. The songs which appear in this book in connection witn the teaching are such as are within the pupil's power to interpret for himself. The difficulty involved in making such a selection of songs will appear at once when it is considered how far the child's power to interpret symbols lags behind his appreciation of tone and movement. Songs with free strong rhythms and varied tone coloring are desirable as rote songs and serve a very definite purpose in the development of the aesthetic sense, but such songs by reason of their notation must be withheld from the reading mate- rial till the pupil has mastered the element they contain. Nothing can be more retarding to a proper development than to allow the learner habitually to gaze at symbols which he does not understand, while he sings from memory. Unless he be endowed with exceptional power the pupil will soon become impressed with one or both of two erro- neous notions, namely ; either that the notes are useless or that they form a mystery much too deep for him. Those who have attempted to teach older children who have been thus impressed in the early stages of the work, know how difficult it is to overcome this false impression, and to convince the pupil that the notes are significant and that he can learn to interpret them. When, however, the systematic development of power has progressed successfully and the use and the significance of the notation is well under- stood, slight variations and advances on previous teaching may be made. In the concluding songs in this book we have admitted a slightly ad- vanced development which will be found useful as a stimulant to interest and the means of bringing the previous effort to a full test. The rhythms here presented are the nearest relatives of those just studied, and the chromatic tones are old friends in a new guise. It is, there- fore, expected that these songs will be sung with but very slight assistance from the teacher, and that in addition to these, the first section of the book will become available for sight material, and will receive a more artistic inter- pretation than was possible when the singing was guided by memory alone. 120 BUNNY RABBIT. fe Lively. 't At * M $. m Carl Reinecke. 1. O bun, bun - ny rab 2. O bun, bun - ny rab 3. O bun, bun - ny rab bit white, With ne'er a word to bit white, Your eyes are red of bit white, For all your ru - by fe i=s =3 m l / Hi jg ^3S % P^IS^S say, Why can't you sing or leap and spring And make some mer - ry hue, And what a pair of ears you've got! They're long e - nough for eyes, And long, long ears, I great- ly fear You are not o - ver :=T $- 3* r j - j ^-*r t-J fe S*eeM H 3*5: = *F ^5- : I s=s at=5t II play two. wise ? O bun, bun - ny rab - bit white, With ne'er a word to O bun, bun - ny rab - bit white, You've ears e - nough for two. , O bun, bun - ny rab - bit white, You are not o - ver wise. 5 S =t i I / - 121 DOWN BY A SHINING WATER WELL. Bobebt Louis Stevenson. Newton E. Swift. $=*=*: E= "tutzafc ^ 1. Down by a shin-ing 2. The heath - er . and the m :E -+ V+ - * ? -*-- n :t m & *=^ Se -h Pa Pl > E f * > h ^ j ^ ~i *=^ ^ wa - ter well I found a ver - y lit - tie dell No high - er than my gorse a - bout, In sum-mer bloom were com-ing out, Some pur - pie and some H =E & SE =(t I*- head, red, No high - er than my head. Some pur - pie and some red. I $ -': =1 3 f it % =&m&3. =q p= ^ g | 122 WRENS AND ROBINS. Christina Roshetti. Mary Carmichael. Softly. 3^ h IS N f Wrens and rob - ins in the hedge, -_ fr v_ pt-j^ s&m=3 &zg& ^^ Wrens and rob - ins here and there, Build-ing, perching, peck-ing,flut-ter-ing, iEf=t=e=? ^=^ r~i i- is i * * i 1 ^ I -d--+ -F flut - ter - ing Ev - 'ry - where. Wrens and rob - ins in the hedge, m :: 123 is , :atz^ c Wrens and rob - ins here and there, *=tf* Build - ing, perch - ing, 1 j 1_ i_ a i |_ j ^ i K==fc= S=3P T^-^- -,o- < te=g -v k peck-ing,flut-ter-ing,flut-ter-ing Ev - 'ry - where /^ ? ! s^ ~iN~j" Eyti I " ^- LITTLE MAY. i2- eISb S^Pi^ 1. Have you heard the wa - ters sing- ing, Lit - tie May, Where the 3. All the earth is full of mu - sic, Lit - tie May ; Bird and i S^ g ^ ^isgl^lllj ie* wil-lows green are leaning O'er their way?Do you know how low and sweet.O'er the bee, and wa - ter sing- ing On its way. Let their sil - ver voi - ces fall On thy i 35M ?HEiE* * * P=p: m -*- &=*: peb-bles at their feet, Are the words the waves repeat.Night and day, Night and day? heart, with happy call : "Praise the Lord, who loveth all, Night and day, Night and day." 124 AUTUMN. I H. Kletke. Lively. a i 1. Thou taw - ny Au - tumn, lust 2. Through all . . the coun - try far . 3. Though bright - ly still . the sun 4. To rus - set change the wood 5. God cares . for all ; . He stoops i y wight, With and wide, Thy beams play, The lands green, They to hear The ^ T ^ ^ :i bas - kets filled thou name is praised on air grows cool - er stand so si - lent small birds chirp their com'st in sight ; Thou heap - est barn and ev - 'ry side ; Thou fill - est house and ev - 'ry day ; Be - neath our feet the and se - rene, As if . they bade a notes of fear; And though the days grow W 3 *=)K P ^= store - house full With hut . with stores Ere dead leaves lie And long good - bye, And wild and rough, His God's rich bless - ings boun - ti - ful. hun - gry Win - ter nears our doors. rus - tie low and mourn - ful - ly. ne'er would wake 'neath spring - tide sky. crea - tures all shall have e - nough. SING, SING, LILY BELLS RING. F. J. St. John. mm S=B m 8 Sing, sing, lil - y bells ring ! The blos-soms are com - ing to town '=!= 3=S s Dai-sies and lil- ies and daf - fy - down-dil -lies, Each in a fresh new ^ =*: *=* *- gown. Sing, sing, lil - y bells ring ! The blos-soms are com - ing to 125 town: Li - lacs and ros - es and oth - er sweet po-sies, Each fc=T= 2 =*= 3 ~ '-* +- * y a fresh new gown. Sing, sing, lil - y bells ring! The -- J^fftf P s; ^ fc |s k - | 1 a * is to * * r* 1 -/k P w fc ; 1 P S 3 P P P 1 4 bios - soms are com - in to town : Pan - sy and mi - gnon - ette, . ^ m tt=* i=t II i - gold, vi - o - let, Each in fresh new gown. S. F. Smith. i AMERICA. =t Henry Caret (?). =t=t SEi ^ 1. My coun-try! 'tis of thee, Sweet land of lib - er - ty, 2. My na - tive coun - try, thee Land of the no - ble free 3. Let mu - sic swell the breeze, And ring from all the trees, 4. Our fa- tilers' God! to Thee, Au - thor of lib - er - ty, 3^ = Of thee I sing ; Land where my fa - thers died ! Land of the Thy name I love ; I love thy rocks and rills, Thy woods and Sweet free-dom's song ; Let mor - tal tongues a - wake ; Let all that To Thee we sing; Long may our land be bright With free-dom 1 s Pil - grim's pride ! From ev - 'ry moun - tain side Let free - dom ring. tern -pled hills; My heart with rap - ture thrills Like that a - bove. breathe par- take ; Let rocks their si - lence break, The sound pro long. ho - ly light ; Pro - tect ' us by Thy might, Great God, our King. 126 PRAISE THE LORD. Bishop Richard Mant. i Joseph Haydn. H Effi a :J- 1. Praise the Lord! ye heav'ns.a - dore Him! Praise Him, an -gels in the 2. Praise the Lord, for He is glo-rious ; Nev - er shall His prom-ise =} 5^=^ :=* ^^^j =1= height; Sun and moon,re- joice be - fore Him ; Praise Him, all ye stars of fail ; God hath made His saints vie - to - rious, Sin and death shall not pre - Hr^ = ^pP^j^^jgp 3: -t light! Praise the Lord, for He hath spoken ; Worlds his might-y voice o-beyed. vail. Praise the God of oiir sal -va-tion, Hosts on high, His pow'r pro-claim; ili^s^^^l^^ji^i^lP Laws which nev - er shall be bro-ken, For -their guid-anceHe hath made. Heav'n and earth, and all ere- a -tion.Laud and mag-ni - fy His name. IE"DEX. Page. Poet or Source. Composer or Source. 125 America . . , . S. F. Smith Henry Carey (?) 124 Autumn H, Kletke 112 Bee, The Amalie Felthensal 68 Beside the Sea Robert Louis Stevenson 8 Bird Song, A 101 Bird's Song, A 120 Bunny Rabbit Carl Beinecke 59 Busy Bee 6 By-lo Nursery Rhyme 71 Child's Prayer, A Joseph Haydn 73 Corn Song, The J. G. Whittier ... 85 Day is Bright and Sunny, The . . A. J. Foxwell C. A. Kern 84 Day's Lessons, The , 37 Ding Dong ! 121 Down by a Shining Water Well . Robert Louis Stevenson . . . Newton E. Swift 88 Early Cowslip, An Mrs. Alexander Lady Arthur Hill 100 Evening 6 Fairy Bower 104 Fire Stories , Emma Mundella 65 Flower Girls, The Emma Mundella 7 Go to Sleep, Dolly S. L. F 8. L. F. 89 God Our Father Loves Us Well Franz Mair 30 God's Care . . . x 97 Gypsy ing in the Woods Amalie Fetthensax 76 Hide and Seek 83 Holly 74 Huntsman, The J. Brahms 53 I Saw a Ship a-Sailing 82 It Came upon the Midnight Clear . Traditional Air 78 Journeying Emma Mundella 39 Ladybird 47 Lambkin, The 67 Leaves have a Party, The 117 Little Drop of Dew 123 Little May o 127 128 INDEX. Page. Poet or Source. Composer or Source. 109 Little Things liossetter G. Cole 66 Little White Lily George MacDonald 51 Marching Emma Mundella Emma Mundella 80 May Song 40 Moon, The 57 Morning Hymn Thomas Parnell . 91 My Father, Hear my Prayer C. Hutchinson Lewis 113 North Wind doth Blow, The . . Nursery Rhyme 58 On Foreign Lands Robert Louis Stevenson 30 On the Wing 107 Over Yonder 84 Pat-a-Cake 6 Pleasant Things 126 Praise the Lord Bishop Richard Mant Joseph Haydn 7 Pussy Willows F. J. St. John 44 Puzzle Song A. Struth 52 River Song, A Emma Mundella 31 Rule to Live by, A 27 Sea Song, A 5 September H. H. Jackson 93 Shades of Night are Falling, The F. Garth 26 Sing a Song 110 Sing a Song of Sixpence .... Nursery Rhyme 124 Sing, Sing, Lily Bells Ring F. J. St. John 48 Sleep Song 99 Snowflakes Frederic H. Cowen 87 Song of Autumn, A 36 Song of Thanks, A 27 Song of Work, A 62 Spring Song 42 Story of Children, A .* 8 Swing, The Robert Louis Stevenson 45 Tailors and the Snail, The 32 To London Town , 46 Top Spinning 79 Violet, The Jane Taylor 75 When the Children fall Asleep^ Amalie Felthensal 33 Wind, The " 43 Wonderful Man, A .... ' 122 Wrens and Robins Christina Rossetti Mary Carmichael ifiSSSl ' Calrfofma. 007 035 075 6 UC SOUTHERN REGIONAL LIBRARY FACILITY AA 000 041 769 1 SOUTHERN BRANCH UNIVERSITY of CALIFGRMi- LIBRARY LOS ANGELAS. Cfi