The
whole subject has been well treated by philosophical writers on this
branch of education, and they confirm their arguments by facts. The
same principles apply to rhythms; some have a character of rest,
others of motion, and of these latter again, some have a more
vulgar, others a nobler movement. Enough has been said to show that
music has a power of forming the character, and should therefore be
introduced into the education of the young. The study is suited to the
stage of youth, for young persons will not, if they can help, endure
anything which is not sweetened by pleasure, and music has a natural
sweetness. There seems to be in us a sort of affinity to musical modes
and rhythms, which makes some philosophers say that the soul is a
tuning, others, that it possesses tuning.
VI
And now we have to determine the question which has been already
raised, whether children should be themselves taught to sing and
play or not. Clearly there is a considerable difference made in the
character by the actual practice of the art. It is difficult, if not
impossible, for those who do not perform to be good judges of the
performance of others. Besides, children should have something to
do, and the rattle of Archytas, which people give to their children in
order to amuse them and prevent them from breaking anything in the
house, was a capital invention, for a young thing cannot be quiet.
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