THE CHILD'S GOOD NIGHT.- BY A SWISS PEASANT GIRL.

We inquired eagerly into the method of instruction, and some little light dawned even upon our mind. We visited Nageli, and spent some time in the family of Pfeiffer, the fathers of the new system of instruction; and although ill health forbade us to attempt any practical acquisitions, we gained, in a few conversations with Pfeiffer, more distinct conceptions of the nature and signs of music, than in all our "quarters at singing school." We found that the science was as simple in its elements, as it is delightful in its influence. We discovered, that, instead of being a mere round of me

chanical efforts, requiring what is vulgarly called "a knack" at the art, which "came to" the possessor almost without his knowledge, its principles were more fixed and rational, and its signs more intelligible and uniform, than those of the English tongue; and its practice even more easy than the pronunciation of a new language. We became satisfied that this mystery of mysteries, this luxury among human enjoyments, was within the reach of all who were not utterly destitute of the power of distinguishing sounds. We were convinced that vocal music was one of the most important branches of national education, especially among a free people; and from this moment we resolved that we would never cease to urge this subject upon our countrymen, until vocal music should become a branch of instruction in every school in the United States. We have labored to the utmost which the pressure of other duties would allow us, for this object, and have been happy enough to see it taken up by other and abler hands, by whose means, we trust, it will be sooner or later accomplished.

We received from Professor Pfeiffer a copy of his valuable work; and procured every other we found, adapted to promote the improved method of instruction, or to furnish the appropriate kind of music. We were fortunate enough to find, at our former residence, a teacher who had made many advances towards a rational method of teaching- Mr Ives, now of Philadelphia, and who heard and transcribed, with apparent delight, the developments of elementary music, translated in daily portions from the system of Pfeiffer. We had soon the happiness of seeing them carried into effect, by his gratuitous and zealous labors in several schools, by means of the lessons and cards prepared by Nageli; and in a few months, we heard juvenile performances and juvenile concerts, which reminded us of the schools that had first excited our attention. The course of instruction was divested of the mystery and dryness which is usually found; the children were more deeply interested than in any of their studies, and not less successful; although the progress in the mere mechanical knowledge, was not, perhaps, so striking as it often is. The attempt was made to teach the elements scientifically to a class in an infant school; and so complete was the success of Mr Ives in this plan, that a professional musician, who heard them after a few weeks' instruction, observed, in a letter on this subject; "I entered upon the examination of the system with some prejudices; but the more I examined it, the more I was convinced of its superiority over the common method, especially in the simple manner in which the principles of music are presented to the mind of a child. The pupils of the infant school which I visited, after a short period of instruction in rhythm (time) only, surpassed in accuracy of time our ordinary choirs

of singers." We have since seen and heard, with increasing pleasure, the success of Mr Ives in training large classes in Philadelphia, whose performance has produced general delight; and have been gratified by the appearance of the Elementary SingingBook, in which the general principles of Pfeiffer are embodied. The contrast of the system with those of our former singing-books, in point of simplicity and interest, is striking.

In 1830, we were permitted to present this subject in a lecture, before the American Institute of Instruction, at its first anniversary. More than one teacher, we are informed, was led to introduce music into his school, as we have since heard, with happy results, by the simple exhibition of the principles and facts we had learned, and the interesting performances of some of the German airs by a small juvenile class, taught by Mr Mason, of Boston.

This able musician embraced with interest the Pestalozzian system of instruction; and, with a magnanimity which deserves imitation, acknowledged himself indebted to it for the only rational method of teaching, and the best style of juvenile music. He has taught large classes of children gratuitously, with a success to which the crowded audiences at the Juvenile Concerts, first brought forward by him in this city, bear ample testimony. The publication of the Juvenile Lyre, by Messrs Mason & Ives, containing selections from the German juvenile music, with original compositions in the same spirit, has furnished a supply of appropriate hymns and songs, which are alike removed from gloominess and trifling in their character; and has put it in the power of every teacher, familiar with music, to make it at once the means of social and moral, as well as religious improvement, to his pupils. In this book, we have an important deficiency in some measure supplied. Hitherto, our collections of music have been like our ancient village libraries, which presented no medium between "The Bible," and "The Arabian Nights Entertainments." It has hence been thought necessary, to employ the name of the Deity, and the solemn strains of devotion, in the mechanical repetition of musical lessons; as it once was to use the bible as the child's alphabet and spelling-book -- a method which, if it be not a profanation of sacred things, is at least calculated to diminish our reverence for them, and to impair or destroy the influence of sacred poetry upon the heart. The Juvenile Lyre not only furnishes other lessons for practice, but it makes vocal music the companion of the fireside and the play-ground, as well as of the hours of worship; and enables the child to use this delightful language, in expressing all the proper feelings of his buoyant heart, as well as those which are devotional.

Other schools have been organized, and concerts given, in Boston, by Mr Kingsley, (who adopted this method of instruction during

his connection with Mr Ives) under the direction of the Boston Sunday School Society. These have also been attended with interest, and have served to extend the conviction, that it is both practicable and important to instruct every child in the community in vocal music. Similar schools have been formed, we believe, in the State of New-York, by Mr Hastings, a musician whose character and taste are well known; and other experiments and efforts have been made, of which we regret that we are not able to furnish the details.

But we have been most encouraged by the formation of an institution, devoted to the promotion of this object, in the city of Boston, on a plan which we could wish to see adopted in other parts of our country. A number of gentlemen who were convinced of the necessity of reform and improvement in the public taste, on the subject of music, have been long engaged in promoting this object, silently but constantly, by their efforts and their contributions. They became at length satisfied, that its importance demanded the entire efforts of one or more individuals; and have formed themselves into an association, under the title of "The Boston Academy of Music," for the purpose of securing and sustaining competent professors, who should be devoted exclusively to this object.

As this association does not consist of professional musicians, it differs entirely from those which have been formed for the purpose of musical exhibitions, whose usefulness, however, in elevating the standard of musical taste, they fully appreciate, and would by no means diminish. Nor does it attempt, particularly, the improvement of its own members. Their object is rather to diffuse the knowledge of music, in its most beneficial forms, than to advance the science. For this purpose they engaged, on their own responsibility, to support a professor, whose time shall be devoted to the instruction of pupils, the training of teachers in this method of instruction, and the preparation of such elementary books as may be necessary, to make it a subject of common school instruction.

Mr Mason, the gentleman to whose unwearied and gratuitous labors the public are indebted for the first concerts alluded to in Boston, was appointed to this office. He has now several juvenile schools in operation, and has been engaged to give instruction in some of the largest and most popular schools in the city. As soon as the funds and circumstances of the Academy shall warrant it, it is intended to employ other professors and teachers. ond distinguished musician, Mr Webb of Boston, has already been appointed; and the whole income which may be derived from schools, concerts, subscriptions, and donations, will be devoted to the extension of a knowledge of vocal music among the teachers and schools of our country.

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"The immediate object," as we have formerly observed, "to be accomplished by making vocal music a branch of common education, is to cultivate one of the faculties which our Creator, in his wisdom, has seen fit to bestow upon us. To neglect it, is to imply that it was unnecessary that it is useless. It is to treat a noble gift in a manner which, in any other case, would be consid-. ered as disrespectful and ungrateful.'

At the same time, singing is an important exercise to the lungs themselves. It may, indeed, be carried to excess, and injury has doubtless been done by singing too much, at improper hours of the day, or in a state of health which did not admit it. Pfeiffer recommends, that singing lessons should not be given before nine o'clock in the morning, nor after seven in the evening; never immediately before or after a full meal, nor after any other fatiguing exercise; and that in every lesson, one or more periods of rest should be allowed. He urges, as a very important caution, that the voice should not be exercised in singing, when, from the state of health, or the period of life, it is changed from its usual tones; and that all effort should be avoided, until it is again in a settled and healthy state. He states, that he has known voices ruined entirely, by neglecting this caution. He deems it also of great importance to watch those who have feeble lungs, to prevent them from singing after they are fatigued, and to suspend their lessons occasionally, if the effect is doubtful.

But how seldom do we find professed singers suffering from weakness of lungs? We have known more than one individual of feeble lungs, who derived strength from the use of the flute, and well regulated vocal exercises. The danger is much greater, as an able medical man has stated, from occasional efforts like those of the clergyman, than from habitual action to the extent of the power we possess; and the same author recommends the daily use of the voice as a most important means of preventing the evil effects of public speaking. Indeed we can discover no reason why the established principle, that every organ is strengthened by exercise, should not be correct when applied to the lungs.

But we cannot omit here the testimony of an eminent physician, which we have formerly quoted.

"It was the opinion of Dr Rush that young ladies especially, who by the customs of society are debarred from many kinds of salubrious exercise, should cultivate singing, not only as an accomplishment, but as a means of preserving health. He particularly insists that it should never be neglected in the education of females; and states, that besides its salutary operation in enabling them to soothe the cares of domestic life, and quiet sorrow by the united assistance of the sound and sentiment of a properly chosen song, it has a still more