RECORDED MUSIC

Evening Star, Issue 22619, 10 April 1937, Page 6

RECORDED MUSIC

[By Erato.] The Boston Symphony Orchestra contributes to the April releases a singularly charming performance of the Liadoff ‘ Enchanted Lake.’ This lovely work is delicately etched and is sensitively developed under the hands of Serge Koussevitsky. The scene is vividly and strikingly drawn, and the whole tone poem will delight every critical ear. The Boston Promenade Orchestra, conducted by Arthur Fiedler, plays a Guiraud arrangement of the Schubert ‘ Marche Militaire ’ and Pierno’s ‘ March of the Little Lead Soldiers.’ These lively and virile airs are agreeably represented. The London Palladium Orchestra, under . Rich-ard-Crean, presents the ‘ Angelis ’ and ‘Fetes Boheme,’ from Massenet’s ‘ Scenes Pittoresques.’ Two new combinations in the Czech Philharmonic Orchestra and Barnabas_ von Geczy and liis orchestra _ make their first appearance in this list. The former plays the Dvorak ‘ Slavonic Dance, No. 4,’ in F major, and the Geczy Orchestra ‘ Gipsy Wine ’ (Ritter) and ‘ Free and Easy ’ (Porschmann). These Continental orchestras have a most distinctive style, the outstanding characteristics of which are crispness and clarity.

In the instrumental section there is au arresting performance by Yehudi Menuhin of two favourite Kreisler pieces— ‘ Sclion Rosmarin ’ and ‘ Tambouriu Chinois.’ The delicacy of one is in delightful contrast to the strength of the other, and in both is that rare Menuhin tone. Emma Boynet, makes her gramophone debut with two quaint sketches by Jacques Tbert—‘ Le Petit Ane Blanc ’ (‘ The Little White Donkey ’) and ‘Le Marchande d’Eau Fraiche ’(‘ The ; Water Seller ’). These are most engaging. Emma Boynet has an impeccable touch, and presents to the listener two lovely cameos.

Beniamino Gigli’s glorious voice is beautifully set in the Bach-Gounod ‘ Ave Maria ’ and Bizet’s ‘ Agnus Dei,’ the effect of which is heightened by an exquisite choral background and harp accompaniment. Miliza Korjus is represented this month in the ‘ Bell Song ’ and ‘ Oriental Prayer,’ from the Delibes opera * Lakme.’ This young lady has an amazing technique and a remarkable quality of voice, and will unquestionably make a big name for herself in international opera. Peter Dawson, without whom no supplement could bo complete, sings Pepper’s ‘ Shepherd Boy’s Song ’ and Rizzi’* ‘ Song for Yon and Me ’ with his customary authority and virility.

and begot within me careless habits and wrong attitudes. If it had not been that 1 was blesesd with a great Christian minister for a father, and that ho taught me himself, both privately and in his catechetical classes, 1 think that I should have grown to despise religion, for until my later years in college and seminary, those who essayed to teach it to me knew little about it and less about how to tench. 0. Too few people these days know what to teach their children._ We are living in a time of contusion and stress, when many folk have lost their old-time beliefs and have gained no clear convictions in their place. It is of utmost importance that teachers in the church school should understand not only how to teach, but what to teach to children concerning the major issues of life and the eternal verities of the Christian faith. I believe that we need a new emphasis in our teacher training programme upon courses dealing with the “ content ” as contrasted with “method.” The current dictum that it is idle to teach the child what to think' and profitable to teach him only how to think is one-sided and misleading. No pupil ever learns “how” except upon the basis of some “ what.” Grant, as we must, that our children must learn to think for themselves, they can rightly do this only as we make available to them the best that the thought and experience of the race have thus far gained. The Christian church stands in urgent need of teachers, leaders, and parents who have given serious thought and study to the central problems of Christian history and Christian belief, who have won for themselves a Christian faith that is as intelligent and open-minded as it is sincere, who know what to teach because they know what they themselves believe.— Luther A. Weigle.

FOR THE PRIMARY LEADER, “ How can I help the children of my department to ,lknow the songs, prayers, and other materials which they must know in order truly to worship ?” is a question that many a primary leader asks. This is a good question to meditate upon at the beginning of a newschool year, when we are confronted with the need for learning new worship materials, All of us realise that worship cannot take place through material which is unfamiliar; we have experienced that ourselves. However, the knowing of such materials is not enough. There will be no true worship on the part of the children unless the materials used are loved as well. The teaching of so many words docs not insure appreciation; neither does the knowing of materials lead to worship. To be sure, there are many factors involved in helping children to worship, but a very important one is the teaching of materials of worship. We must ask ourselves not only “ How can I help them to know the materials of worship?” but “How can I help them to love that which they learn in order that they may truly worship?” Some of this appreciation and drill may take place in the departmental fellowship period preceding the worship period. There may be Sundays when the departmental worship will be omitted and the entire time devoted to fellowship and the appreciation and learning of new_ materials. The learning of some worship materials may fit most naturally into the learning experiences of the classes. That which is taught in the smaller groups should be woven into the worship programme by.' the leader;. -giving the classes an opportunity of sharing that which they have learned and done, whether it be a poem, a verse, a song, a dramatisation, both motivates the learning and helps to awaken and give expression to a sense of social responsibility. However, wherever the material is taught, the emphasis should be upon appreciation rather than on the amount learned. One song, one verse, one prayer taught so that the children love it is worth more than the memorisation of 10 selections for which they have no appreciation. AVhenever a background of appreciation has been built up, the children will not be learning mere words. If a song, verse, or poem grows out of an ex* perience, it has meaning for the child, and worship through at is possible. No set procedure -can be advocated; it is dependent upon the character of that which is to be taught.