Swiss-German Music Books in the Mason-McConathy Collection: Accounts from Europe to the United States

2000 ◽  
Vol 48 (1) ◽  
pp. 26-38
Author(s):  
Sondra Wieland Howe
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
Music Education ◽  
School System ◽  
The United States ◽  
American Music ◽  
Cultural Center ◽  
Men And Women ◽  
Swiss German ◽  
Music Books

This article describes an examination of the Swiss-German music books in the Luther Whiting Mason—Osbourne McConathy Collection, undertaken to learn about music education in nineteenth-century Switzerland and its influence on American music education. Pfeiffer and Nägeli introduced Pestalozzi's ideas to Swiss schools, teaching the elements of music separately and introducing sounds before symbols. Swiss educators in the mid-1800s published numerous songbooks and teachers' manuals for an expanding school system. Foreign travelers praised the teaching of Schäublin in Basel. In Zurich, a cultural center with choruses for men and women, music directors continued to produce materials for schools and community choruses in the 1800s. Because travelers like Luther Whiting Mason purchased these books, Swiss ideas on music education spread to other European countries and the United States.

Irish Nationalists and the Making of the Irish Race

2012 ◽  
Author(s):  
Bruce Nelson
Keyword(s):  
United States ◽  
South Africa ◽  
Nineteenth Century ◽  
The United States ◽  
Close Attention ◽  
Irish Nationalism ◽  
Men And Women ◽  
Irish Immigrants ◽  
Full Independence ◽  
The Caribbean

This is a book about Irish nationalism and how Irish nationalists developed their own conception of the Irish race. The book begins with an exploration of the discourse of race—from the nineteenth-century belief that “race is everything” to the more recent argument that there are no races. It focuses on how English observers constructed the “native” and Catholic Irish as uncivilized and savage, and on the racialization of the Irish in the nineteenth century, especially in Britain and the United States, where Irish immigrants were often portrayed in terms that had been applied mainly to enslaved Africans and their descendants. Most of the book focuses on how the Irish created their own identity—in the context of slavery and abolition, empire, and revolution. Since the Irish were a dispersed people, this process unfolded not only in Ireland, but in the United States, Britain, Australia, South Africa, and other countries. Many nationalists were determined to repudiate anything that could interfere with the goal of building a united movement aimed at achieving full independence for Ireland. But others, including men and women who are at the heart of this study, believed that the Irish struggle must create a more inclusive sense of Irish nationhood and stand for freedom everywhere. The book pays close attention to this argument within Irish nationalism, and to the ways it resonated with nationalists worldwide, from India to the Caribbean.

Introduction

2019 ◽  
pp. 1-2
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
The United States ◽  
American Music ◽  
Concert Hall

The study of American music by serious scholars who were willing to consider the producers, products, and consumers of music without hierarchical bias, snobbish condescension, or fealty to the canons of nineteenth-century concert-hall culture is a relatively recent development in the United States. Over twenty years ago Richard Crawford traced the historiography of American music in the hands of such writers as William Hubbard, Louis T. Elson, and John Tasker Howard in ...

Music Instruction at Selected State Normal Schools during the Nineteenth Century

2019 ◽  
Vol 67 (4) ◽  
pp. 413-439
Author(s):  
Phillip M. Hash
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
Music Education ◽  
The United States ◽  
Teaching Profession ◽  
Music Instruction ◽  
School Students ◽  
Normal School ◽  
Normal Schools ◽  
K 12

The purpose of this study was to explore music instruction in selected normal schools of the United States during the nineteenth century. The sample consisted of all eighteen state normal schools organized before the end of the U.S. Civil War and provided insight into the earliest period of music at these institutions. Research questions focused on normal school music (a) faculty, (b) curricula, and (c) diploma/degree programs, as well as (d) influence on the teaching profession, normal school students, and society at large. Normal schools prepared future classroom teachers and eventually specialists to teach music to K–12 students throughout the United States. They also helped professionalize the role of music teacher, solidify music’s place in K–12 curricula, and improve the efficacy of instruction among America’s youth. The preparation normal schools provided contributed to the national culture and the ability of average citizens to experience music as both listeners and performers. Although teacher education has evolved a great deal since the nineteenth century, practices related to music instruction in state normals during this time might hold implications for solving current problems in music education and preparing generalists and specialists today.

Transatlantic Textbooks: Karl Hagenbach, Shared Interests, and German Academic Theology in Nineteenth-Century America

2014 ◽  
Vol 83 (3) ◽  
pp. 650-683 ◽  
Author(s):  
Zachary Purvis
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
The United States ◽  
Church History ◽  
Nineteenth Century America ◽  
Swiss German ◽  
History Of ◽  
The Rich ◽  
Religious Cultures ◽  
Academic Theology

The rise of German academic institutions in the nineteenth century considerably altered the landscape of American higher education. American students of theology looked to Germany to develop their discipline, where they found model textbooks that gave directives in learning and piety, transforming academic and theological practice. With sensitivity to the history of the book and the history of the rich cultural traffic across the Atlantic, this article focuses on the reception in English translation of the important and widely read Swiss-German church historian Karl Rudolf Hagenbach, whose textbooks enjoyed a considerable audience in the United States by crossing ideological boundaries and unseating obdurate assumptions. By examining this reception in the United States and Britain and investigating those “transatlantic personalities” who played pivotal roles in bringing his ideas from the “Old World” to the “New,” this article demonstrates Hagenbach's lasting influence on the changing fields of history, church history, and academic theology in America. An “Atlantic” perspective on these themes offers new insights for our understanding of religion in the modern academy, the movement and translation of theological ideas in an age of steamship travel, and the surfacing of commonalities among ostensibly mismatched, if not outright conflicting, Protestant religious cultures.

Nineteenth-Century Music

2015 ◽  
Vol 9 (4) ◽  
pp. 477-484
Author(s):  
DOUGLAS SHADLE
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
19Th Century ◽  
The United States ◽  
American Music ◽  
Official Journal

Musicological research on nineteenth-century music blossomed during the 1970s. The surge was solidified with the founding of the journal 19th-Century Music in 1977, roughly a year after the establishment of the Sonneck Society and a decade before the appearance of AmeriGrove I. During this decade, the journal published seven articles on nineteenth-century American subjects (all on the United States, not other American regions or countries). By contrast, the official journal of the Sonneck Society, American Music, published nearly twice that number between 1983 and 1986 alone. Although this simple metric has sociological explanations exceeding the scope of this review, it suggests that work on nineteenth-century music in the Americas stood at some remove from general musicological discourse in the Sonneck Society's early days.

Pondering the Grand Experiment in Public Music Education

2012 ◽  
pp. 611-614
Author(s):  
Robert A. Cutietta
Keyword(s):  
United States ◽  
Music Education ◽  
School System ◽  
Adult Population ◽  
The United States ◽  
Young Person ◽  
Public School System ◽  
The Public ◽  
Participatory Music ◽  
The U.S

This article assesses one of the twentieth century's grandest experiments in music education—the attempt to provide participatory music education to every young person in the U.S. through the public school system. After 100 years, this experiment can be seen as reaching its end or at least the end of its first phase. If so, one possible conclusion is that while the experiment effectively reached a large proportion of the current adult population in the United States, it failed to establish a culture that could maintain it. Music education researchers can benefit by examining this period from this larger perspective.

Emigrant responses to war and revolution, 1914–21: Irish opinion in the United States and Australia

2000 ◽  
Vol 32 (125) ◽  
pp. 75-92
Author(s):  
Malcolm Campbell
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
Large Scale ◽  
New World ◽  
The United States ◽  
Men And Women ◽  
Irish Immigrants ◽  
Easter Rising ◽  
Large Numbers ◽  
Self Rule

Throughout the course of the nineteenth century North America and Australasia were profoundly affected by the large-scale emigration of Irish men and women. However, by the eve of the First World War that great torrent of nineteenth-century emigration had slowed. The returns of the registrar general, though deeply and systematically flawed, suggest that in the period 1901–10 the level of decennial emigration from Ireland fell below half a million for only the second time since 1840. According to these figures, the United States continued to be the preferred destination for the new century’s Irish emigrants — 86 per cent of those who left between 1901 and 1910 journeyed to America. In contrast, Australia now attracted few Irish-born, with only 2 per cent of emigrants in this decade choosing to settle in Australasia. As the number of Irish emigrants declined from the peaks of the mid-nineteenth century, so the proportion of Irish-born in the populations of the United States and Australia also fell. By 1910 less than 1.5 per cent of the United States population were of Irish birth; in Australia in 1911 only 3 per cent of the nation’s population were Irish-born men or women. But, although the influence of the Irish-born was diminished, there remained in both societies large numbers of native-born men and women of Irish descent, New World citizens who retained strong bonds of affection for Ireland and maintained a keen level of interest in its affairs.Concern with Irish affairs reached new levels of intensity in the United States and Australia between 1914 and 1921. In particular, from the Easter Rising of 1916 until the signing of the Anglo-Irish treaty of 1921 Irish immigrants and their descendants in both New World societies observed Ireland’s moves towards self-rule with keen anticipation. They publicly asserted the need for an immediate and just resolution to Ireland’s grievances and sought to obtain the support of their own governments for the attainment of that goal. However, this vocal support for Ireland was not without its own cost.

Fray Pedro de Gante Pioneer American Music Educator

1979 ◽  
Vol 27 (1) ◽  
pp. 21-28
Author(s):  
George Heller
Keyword(s):  
United States ◽  
Music Education ◽  
Multicultural Education ◽  
General Education ◽  
Student Teaching ◽  
The United States ◽  
American Music ◽  
Western Hemisphere ◽  
European Standards ◽  
Teaching Music

Fray Pedro de Gante was an important figure in the history of American music education. His life and work in Mexico City predate similar activities in the United States by at least a century. He worked in a radically changing ethnic arld sociocultural environment and was a principal agent in the acculturation process. In teaching music he also became involved in the arts in general education, multicultural education, and student teaching. He was the first European to teach music in the Western hemisphere and taught thousands of students during his 45-year tenure. His school served as a model for later Franciscan schools in the southwestern United States. The documents show that he was not only successful by European standards, but that he was also highly respected and admired by the Indians he taught.

Warren Kimsey and Community Singing at Camp Gordon, 1917–1918

2017 ◽  
Vol 39 (2) ◽  
pp. 171-194
Author(s):  
Esther M. Morgan-Ellis
Keyword(s):  
United States ◽  
Music Education ◽  
The United States ◽  
Political Agenda ◽  
Community Music ◽  
Cultural Center ◽  
Training Camp ◽  
Community Singing ◽  
The Great War ◽  
The City

During the Great War, the Commission for Training Camp Activities (CTCA) pioneered a program in which civilian song leaders were assigned to camps throughout the United States. These men (and a few women) were instructed to organize regular community singing, train officers as song leaders, and cultivate musical talent among the soldiers. They also worked as song leaders in nearby towns and cities, an activity that was intended to improve military–civilian relations and promote patriotism. This article examines the career of Warren Kimsey, the first song leader assigned to Camp Gordon, an army training camp located near the city of Atlanta. Kimsey organized community singing both in the camp and in Atlanta, where he led enormous crowds in the newly constructed Auditorium–Armory. This study presents Kimsey’s work as a product of the nationwide community singing movement and its progressive political agenda, while at the same time contextualizing it in Atlanta’s identity as an emerging cultural center. It also identifies Kimsey’s contributions to music education in Georgia and discusses the broader influence of wartime song leaders on community music initiatives throughout the country.

scholarly journals Song of Myself : A Democratic Epic

2020 ◽  
Vol 5 (7) ◽  
pp. 343-347
Author(s):  
Khadija El Hayani Hayani
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
American Literature ◽  
Political System ◽  
The United States ◽  
Interpersonal Interaction ◽  
American People ◽  
Early Nineteenth Century ◽  
Men And Women ◽  
The World

Walt Whitman's 'Song of Myself' is one of the most important poems in the American literature, important for both its use of language and its vision of equality. Throughout the poem , Walt Whitman gives emphasis on equality of all men and women. To him all humans are equal and all professions are equally honorable.(Seery, 2011)). The poem, hence celebrates the theme of democracy and the oneness of mankind, specifically the American people. The purpose of this paper is not to provide a kind of background for Whitman’s poetic principles, but try to discuss his democratic leanings in “Song Of Myself “.Whitman envisioned democracy not just as a political system but as a way of experiencing the world. In the early nineteenth century, people still harbored many doubts about whether the United States could survive as a country and about whether democracy could thrive as a political system. To allay those fears and to praise democracy, Whitman tried to be democratic in both life and poetry. He imagined democracy as a way of interpersonal interaction and as a way for individuals to integrate their beliefs into their everyday lives. “Song of Myself” notes that democracy must include all individuals equally, or else it will fail.

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