GINN AND COMPANY PUBU
' ''"^nerly of the
Cache L>ounty School District,
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Digitized by the Internet Archive
THE NEW EDUCATIONAL MUSIC COURSE
INTERMEDIATE SONG READER
JAMES M. McLaughlin
Director of Music, Boston Public Schools, Author of
" el ements and notation of music "
GINN AND COMPANY
BOSTON ā NEW YORK ā¢ CHICAGO ā¢ LONDON
ATLANTA ā¢ DALLAS ā¢ COLUMBUS ā¢ SAN FRANCISCO
COPYRIGHT, 1904, 1906, 1914, BY
GINN AND COMPANY
ALL RIGHTS RESERVED
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GINN AND COMPANY ā¢ PRO-
PRIETORS ā¢ BOSTON ā¢ U.S.A.
The place of the Intermediate Song Reader of the New Educational Music
Course in this system of musical instruction will be better understood by a
brief survey of the entire Course.
The Aim. The aim of the New Educational Music Course is :
To inspire love of good music ;
The New ^^ develop a musical voice ;
Educational i ā¢ w ā¢ā¢
Music Course ^o teach sight smgmg ;
To induce musical interpretation.
The Material. A distinguishing feature of the material throughout the
Course is that each number illustrates some well-known characteristic of
music, racial or individual, and contains that vital quality called musical
content, which appeals to the inexperienced learner as well as to the trained
Basis of choice. Aside from the elements in notation of music, which are
noted as they occur in the Course, there has been in the choice of material
a constant recognition of the ideal development of the pupil. This includes
the physical development resulting from deep breathing, the intellectual
development involved in a systematic study of the subject, and the subtle
development of character which comes from familiarity with good music.
All forms of music are represented, from the simple folk song to the melo-
dies of the greatest composers of all nationalities, gleaned from the fields of
song, cantata, oratorio, opera, and symphony.
Some of the best living composers are represented by settings of " poems
every child should know."
The wide range of song subjects and the variety of moods represented in the
Course respond to the complex nature and environment of childhood and youth.
The part songs are made particularly attractive by contrapuntal treatment,
by the introduction of the melodic theme in the lower voices, and by voice
The vocal arrangements from the classics reflect the spirit of the original,
both melodically and harmonically.
The Plan. The plan underlying the arrangement of the material furnishes
an outline for consecutive study; at the same time the material is so grouped
that any modification of the plan may easily be made by teachers when
Suggestive headings and margitial notes make clear the special rh}1:hmic
and melodic problems in process of development.
TJie Glossary in each reader is an authority upon which teacher and pupil
can depend for definition and representation of musical signs and terms
occurring in that reader. At the same time it summarizes for the teacher
the technical work which study of the reader develops. The glossaries of
the successive books contain such analyses as may logically be presented in
connection with the respective readers.
The Intermediate Song Reader of the New Educational Music Course is
adapted for study in the average fifth and sixth grades.
^^ , ^ ,. ^ Part I is devoted to a review of principles made familiar by study of
The Intermediate ^ ^. ^, ā r^ ā , rr jj
p J ^"^ First Music Reader.
Part II develops new rhythmic types.
Part III presents melodies using ^i, ^2, ^, ^5, ^, t^;, 1?3, 1?6, and bs in simple progressions.
Part IV introduces easy three-part song.
Part V presents familiar and patriotic songs.
New melodic effects in the Intermediate Song Reader arise from the use of
intermediate sharps and flats in simple progressions only, the study of the
chromatic scale as a whole being deferred to a later book. Rhythmic figures
new to the work of the year are such as result from the combination of
rhythmic types developed in Part II of the music reader.
Constructive study. While the First Music Reader simply names and
represents what pupils should learn from association and repetition, the
Intermediate Song Reader adds to mere representation constructive study of
the major scale and resulting signatures, and rules for estabUshing the pitch
of different keys from two-lined c (c), third space, treble staff.
Broad musical development. Recognition of musical effects through the
sense of hearing, and reproduction of the effects by the pupil, should continue
in every grade. Melodic and rhythmic drill, attention to voice
Saggestions ,. , ... 1 r ā¢ 1 r 1 ā¢
quahty, pronunciation and articulation, and faithiul interpre-
tation of the sentiment expressed by the composer, ā these will give to the
music hour an aesthetic and educational value which will render it worthy of
its place in the school program.
Exchange of parts. Pupils assigned to sing the upper part in one song will
do well to take the lower in another. This makes them musical and provides
voice training of ideal range.
Written work. Individual progress may be tested, and pupils strengthened,
by requiring written reproductions of musical phrases or of entire melodies
which are sung or dictated by the teacher. Each year the problems incor-
porated should be a step in advance of previous years.
So7ig repertoire. The many songs worthy to be committed to memory, and
the variety of song programs available within the music reader, merit atten-
tion. Songs of varied character and movement grouped in the order typi-
cal of the symphony make a charming program, ā a quick, cheerful selection
being followed by a slow, graceful melody ; this by a humorous, playful
song, ā a gay, lively composition completing the group.
The correlation of song subjects makes an interesting program. Group
the flower songs, occupation songs, g^ame songs, patriot songs, etc., thus :
Asters, No. 4 Lily Bells, No. 54
Goldenrod, No. 7 The Clover, No. 152
The Pansy, No. 14 Flowers Asleep, No. 158
The Dandelion, No. 199
Acknowledgment is due to Messrs. Houghton, Mifflin & Co. for special
permission to use poems from the works of John G. Whittier and Edmund
Clarence Stedman ; to Messrs. Charles Scribner's Sons for the use of the
"Lullaby," by J. G. Holland; to S. E. Cassino for the use of "The Hurdy
Gurdy Man," by Lilla Thomas Elder, published in Little Folks ; and to W.
B. Conkey & Co., Hammond, Indiana, for the use of the poem, " There's
Work to be Done," by Ella Wheeler Wilcox.
Thanks are due Mr. William S. Lord for permission to adapt verses taken,
from "Blue and Gold," published by the Fleming H, Revell Company.
TABLE OF CONTENTS
Rbvibw op Principles Presented in Preceding
Reader with the addition of ^ and ^ measures
I. Key of C ,-3
II. Key of G 4-6
III. Key of F 7^
IV. Key of D xc^i2
V. Key of b!? i3_,5
VI. Key of A 16-18
VII. Key of E* ,g_2,
VIII. Key of E 22-24
IX. Key of Ab 25-27
New Rhythmic Types Deyeloped, Nine Keys
I. The Rhythmic ā¢ 2 , ā ?
Type I ' I ! '" 4 ^"-^ 8 =8-33
Ā« Ā« Ā« Ā«
II. The Rhythmic -241 ,6
Type rā ^=5 "" 4 ' 4 ā 8 ^"'^ 8 ' ā¢ 34-39
Ā« ā Ā» -m
III. The Rhythmic .2 ,1
Type ffTl in ^ and ^ 40-45
Ā« Ā« Ā«
IV. The Rhythmic 243,6
Type I 4 '" 4 - 4 ' 8 ^"'^ 8 ā¢ ā ā¢ "^-54
ā m . Ā«
V. The Rhythmic -23^4
Type I \ 1 ā "4'4a"'ll 55-58
The Intermediate Sharps and Flats in Stepwise
I. Key of C 59-6^
II. Key of G 63-66
III. Key of F 67-70
IV. Key of D 71-74
V. Key of Bb 75-78
VI. Key of A 79-82
VII. Key of Eb 83-86
VIII. Key of E 87-qo
IX. Key of Ab 91-94
Introduction of Easy Three-Part Song in
Nine Keys 95-106
Familiar and Patriotic Songs 107-1 16
Glossary 1 17-123
Terms and Signs of Expression 124
Index to Glossary 125
Index to Songs 126-128
REVIEW OF PRINCIPLES PRESENTED IN EARLIER READER
TWO-HALF MEASURE; THREE-HALF MEASURE
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1. The but-ter-cup and vi - o - let 'Neath the grass are sleep-ing ; The
2. But still a - long the dust -y road Clem - a - tis is twin- ing, And
chill of com - ing au - tumn wind O'er the wood is creep-ing.
like a wan-d'ring beam of light, Gold - en - rod is shin - ing.
ā¢ Abbie Farwell Brown
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1. O the ear - ly morn - ing time, When the sun be -gins to
2. Gai - ly, sweet- ly do they sing, All the sum.mer, all the
3. Now has au - tumn time be - gun. Who will sing to greet the
First of all, the rob - ins small Be - gin the day with sing - ing.
But in fall the rob - ins small To warm -er lands are wing - ing.
Sweet and clear a sound we hear Of chil-dren's voi- ces ring- ing.
M. L. Baum
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1. Now in si- lent au - tumn woods Yel - low leaves are fall - mg,
2. These same woods all sum- mer heard Chil-dren's voi - ces ring - ing,
While o'er qui - et au - tumn fields Mel - low bells are call - ing.
Now to call them back to work, Bells are set a - swing - ing.
COURAGE AND DUTY
Josephine V. T. Bruorton
Philip H. Goepp
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1. Brave lit - tie blue as - ter, Left bloom-ing a - lone, .
2. No, I am not fright -ened, God keeps me from harm. .
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Bright sum-mer's de - part - ed, Birds south-ward have flown ; .
Here where He has placed me I feel no a - larm. . .
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Now win - ter is com - ing, Winds cold - er have grown. . O
Thus do - ing my du - ty, Glad am I to stay . . And
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tell me, are you fright - ened To stay here a - lone ? .
bloom here, al-though lone - ly, And grow, day by day. . .
THIS IS THE WAY
Ralph L. Baldwin
^ ā *-
1. This is the way the morn - ing dawns ; With the dew on fields and
2. This is the way the rain comes down ; Swaying boughs and skies that
3. This is the way the riv - er flows ; Swift -ly sea - ward on it
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lawns. Winds that wake the birds and bees ; Ros - y tints on
frown, Tin - kle, tin - kle, drop by drop, O - ver roof and
goes. Slow - ly now,then like a lance, Here a whirl and
ā d d d d
flow'rsand trees; This is the way the morning dawns,the morn-ing dawns,
chim -ney top ; This is the way the rain comes down, the rain comes down,
there a dance; This is the way the riv - er flows, the riv - er flows.
THE DAY'S GREETING
1. All na - ture hails the day As dark - ness fades a
2. We come to work and play, With fa - ces blithe and
pu-Lj i r m
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new ; Like
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stirs to mu - sic leaf - y trees, All greet the wel - come
thirst - y flow'rs re - freshed with dew. We greet the wel - come
'RY.VIY.VJ ā CofHinited
1. To earth some-times on summer nights, Wee stars,beaming,fall. On
2. When up the sky day's gleaming car Rolls yel - low and bright, These
3. When twi - light comes the meadow bars Of day - light to close, Like
stems they hang their yel - low lights, Like gleaming Ian - terns small.
star - ry ban - ners iiung a - far Re - fleet the gold -en light.
torch -es of a thou-sand stars, The gold- en - rod then glows.
C. B. Edmunds
1. Lul - la - by, lul - la - by, Dreamland now is near. Ev - er calm and
2. Lul - la - by, lul -la - by, Float o'er fields of sleep, Gath - er HI - ies
clear the sky. Hap- py birds are wing- ing by, Sleep,my ba - by dear,
fair and high, Vio- lets sweet, de-mure,and shy, Sleep,my ba - by, sleep.
John B. Reed
n Andante cantabile
LuuwiG Spohr. Adapted
1. The noon - day world is bright and clear. With
2. The world is hushed, all sounds are still, Save
3. All Na - ture teach - es love of God And
beau - ty all a - dream,
Na - ture's voice a - lone,
faith and peace and pray'r ;
Vhere bus -
And grate -
pause for rest Re - side the qui - et stream.
pip - ing shrill, The brook's low mon - o - tone.
noon - day rest, Our hearts would bless His care.
THERE'S WORK TO BE DONE
Ella Wheeler Wilcox
J J'JN =# :3 =J
Gennan Folk Tune
1. 'Tis the song of
2. I must wak - en
3. Dry the dew on
4. There's no paus -ing,
the morn -ing, the words of
the sleep -ers, and ban - ish
the mead-ows, put warmth in
no rest - ing,there's work to
the sun, Who
the night, And
the air, Chase
be done ; 'Tis
swings o'er the moun - tain :" There's work to be done,
col - or the heav - ens, As stars fade from sight,
fog from the low - lands. Stay gloom ev - 'ry - where.
up - ward and on - ward. Still on," says the sun.
Abbie Farwell Brown
George A. Copeland
1. The post-man tramps from morn till night, In the sun or rain or sleet,He's
2. I know the post - man's ver - y glad When a letter comes for me. He'd
3. And when at last he homeward turns. As the light is growing dim, I
al - ways whistling a mer - ry tune As he pass - es down the street.
like to lin-ger and hear the news,But he must not stay you see.
hope that soon will the postman find That a let - ter's come for him.
WHAT TO BUY
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ch Folk Tune
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T. I've something deep down in my pock-et, A nick -el, a nick -el, all
2. Per-haps I shall buy me some can 7 dy, Or maybe a pear, or
shin - y and new, I real - ly
ap - pie or two ; The things it
don't know how to
will buy are so
what would you buy if 'twere you
1 real - ly don't know what to do.
HEY DOWN DERRY
M mf Allegro
1. Come out ! the woods are leafy green, The birds are gai - ly fly-ing ; There's
2. The shep-herd tunes his drowsy pipe To spring-time's golden meas-ure.The
3. Come out,and twine your gar-lands gay,Come out,the bells are ring-ing,Each
sun-shine now where cloud has been, And melo- dy for sigh - ing. With a
li -lac boughs are blossom-ripe, And dancing all for pleas- ure. With a
las-sie is a queen in May, And ev - 'ry heart is sing - ing. With a
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hey down down, and a ho downdown, And a hey down derry down derry,With a
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hey down down,and a
ho down down,And a
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hey down derry dowi
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REVIEW ā Contbi tied
SONG STORY ā THE PANSY
John B. Reed
1. But - ter - fly is danc - ing light, Pan - sy fair is
2. Au - tumn wind came rush - ing by, Fresh from dis - tant
?^ - 1 9
sigh - ing, "Wings like his, both strong and bright, For
moun - tains, Drove the danc - ing but - ter - fly Far
flight have I. .
out to sea.
Could I from my stem go
Pan - sy clung up - on her
free. Float - ing on
stem, An - chored 'mid
breez - es. Sure - ly
grass - es ; "Bet - fer,"
I could soar and be A but - ter - fly."
she con - fessed to them, "My self to be."
M. L. Baum
1. Slow - ly day-light fades a - way And deep the twi - light shadows fall.
2. Now there ris - es sweet and clear The voice of birds in ves - per song.
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Meadows bright and glad by day Now dream in fra-grant si- lence all.
Hap - py chil- dren, too, we hear Who sing the homeward way a - long.
'Tis gay go up, and mer-ry come down, So ring all the bells of the town!
SONG OF THE SAILOR
John G. Whittier
Margaret Ruthven Lang
1. Hur-rah!the sea - ward breezes Sweep down the bay a -main; Heave
2. Hur -rah ! hur - rah ! the west wind Comes fresh'ning down the bay ; The
up, my lads, the an - chor ! Run up the sail a - gain.
ris - ing sails are fill - ing. Give way, my lads, give way 1
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Leave to the lub - ber lands-men The rail - car and the steed, The
Leav-ing the lands -man cling -ing To dull earth like a weed,The
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stars of heav'n shall guide us, The breath of heav'n shall speed.
English Folk Tune
1. Sing hey, sing hey 1 it is mar-ket day, Come lads and las - ses
2. Come out, come out ! ye are lag-gards all, That lie a - bed till
3. Good day, good day, now a - way we ride, The lads and las - ses
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haste a - way ; The sun is up and the moon is down, We
sha-dows fall, Who will not earn . when earn he may, Counts
side by side, And tongues run fast, as the wheels can do, With
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must be off to town. There's com and there's but - ter for
few - er pence each day. . The pigs are all squeal -ing and
tales both old and new. The maids in their ap - rons, so
gos-sips to buy, And rib-bons and la- ces to daz-zle the eye. Sing
long to be gone, And Mol-ly theBrin-dle is start-ing a- lone, Sing
dain-ty andwhite,And sun-bon-nets fly - ing with rib-bons Sebright: Sing
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hey, sing hey I 'tis mar - ket day, So has - ten and come a - way.
'KY.YlY.Wf ā Co/ifi>iiicd
A MOTHER'S LULLABY
M. B. Willis
M. B. Willis
1. If thou wert but a lit- tie lamb Up - on the bar-ren wold, I'd
2. And if thou wert a lit- tie bird With-in the wood a - lone, I'd
3. But since thou art my lit - tie babe A - sleep up - on my knee, I'll
take thee to my heart and home,And shield thee from the cold,
save thee from the huntsman strong. And keep thee for mine own.
she! - ter thee, I'll cher-ish thee, I'll live, I'll die, for thee.
Arthur S. Sullivan
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1. Gen - tie riv - er that wan- ders slow, Sing- ing soft - ly, sing-ing
2. Child, I flow to the o-cean far ; There where shines the ev'ning
low, Whith-er, pray, do your wa - ters flow, sing
star, Voi - ces call from the sand - y bar, sing
THE WIZARD'S WORK
From Jones' Fifth Reader
W. W Gilchrist
1. When sum - mer days grew brown and old, A wiz - ard delved in
2. Still smil - ing, o'er the trees he wound Long rus - set scarfs with
3. I^ow down the east for crown- ing boon. He hung the gold - en
mines of gold ; No i - dler he by night and day. He
crim - son bound ; He drew a veil of pur - pie haze O'er
har - vest moon ; And donned his coat of frost - y white As
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smiled and sang and worked a - way ; And scorn - ing thrift, with
dis - tant hills where cat - tie graze ; He bathed the sun in
twi - light deep-ened in - to night. At roll call, sum-moned
la - vish hand He cast his gold a - cross the land,
am - ber mist. And steeped the sky in am - e - thyst.
by the year, Sep - tern - ber an-swered, " I am here 1
Anna M. Pratt. Adapted
Henry F. Gilbert
1. Hur - rah, hur - rah! for the
2. The big gi - raffe and the
mer - ry - go - round, Where
ze - bra that jumps Keep
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dai - ly the children whirl o - ver the ground. The galloping goats, the
pace with the cam -el, so proud of his humps. The li - on that roams,with-
po-nies that prance. Are allrun-ning ra -ces with don-keys that dance. The
out an - y roar, Pur-sues a fine dra-gon ne'er harnessed before. These
sleighs, and the swans, and the beau - ti - ful cars of
crea - tures so fierce are quite harm -less and kind and
t ^ ^ ^
gold, . All have dash-ing young drivers, so gal - lant and bold,
good, All ex - ceed-ing - ly safe, as they're made Out of wood.
m DAYS OF OLD
In days of old,in days of old There lived a knight so brave and bold ;
Withswordof steel and crest of gold, A noble knight was he.
Samuel Minturn Peck
Margaret Ruthven Lang
1. It is not true that Au - tumn grieves, For watch the
2. It swings and leaps with elf - in mirth To kiss the
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rain a -
the leaves 1 With sil - ver fin - gers