king
progress will study seriously the grave question which I raise. For my
own part, relying on many experiments, and full of confidence in ideas
carefully thought out, I have devoted my life to the teaching of rhythm,
being fully satisfied that, thanks to it, man will regain his natural
powers of expression, and at the same time his full motor faculties, and
that art has everything to hope from new generations brought up in the
cult of harmony, of physical and mental health, of order, beauty and
truth.

FROM THE LECTURES OF EMILE JAQUES-DALCROZE

(LECTURE AT LEIPZIG, DECEMBER 10, 1911)

The objection is often raised that under my system the technique of an
instrument is acquired too late. But this objection has no foundation in
fact. A child who begins rhythmic gymnastics as I would have it in its
fifth or sixth year and a year later ear-training, can certainly have
piano lessons when eight years old, and I can state from experience that
the finger technique of the child will then develop much more quickly,
for the musical faculties in general will have been far better
developed, more thoroughly trained and become more part of the child's
life owing to the preliminary training.

* * * * *

Lessons in rhythmic gymnastics help children in their other lessons, for
they develop the powers of observation, of analyzing, of understanding
and of memory, thus making them more orderly and precise.

* * * * *

The effect of rhythmic training on the time-table and life of a school
is like that of a hot water heating system which spreads an equal warmth
through all parts of a building. Teachers of other subjects will find
that such training provides them with pupils more responsive, more
elastic and of more character than they otherwise would be. Therefore,
the study of rhythm, as well as education by means of rhythm, ought to
be most closely connected with school life.

[Illustration: The College.]

* * * * *

(ADDRESS TO THE DRESDEN TEACHERS' ASSOCIATION, MAY 28, 1912)

From many years' experience of music teaching I have gradually produced
a method which gives a child musical experiences instead of musical
knowledge.

I expect much from education in rhythm in elementary schools, provided
it be given regularly, completely and sufficiently. The exercises should
be begun at the age of six, with half an hour's les