Excerpt from Hartford Seminary Record, Vol. 12

I take it that the whole character and value of effort in such a direction as this depends on what is the pedagogical end in view. In offering musical opportunities to ministerial candi dates it is possible to pursue any one of three ends, which may be concisely termed expertness, information, and purpose. By expertness I mean such acquaintance with the practice of music as an art as shall enable the student himself to sing or to play upon an instrument (like the organ) or to compose. By information I mean such a knowledge of what music is as a great historic art, and especially what it has been and is as a hand maid in the House of the Lord, as to understand its power and its possibilities, and to be personally sympathetic with its prac tical applications. And by purpose I mean such a grasp of the utilities of musical agencies in parochial and liturgical condi tions as to supply positive motives, impulses, and policies for effort in actual ministerial life. I trust that it will be noted care fully that these three possible ends oi study are distinct, though organically related. Expertness may easily be acquired with out adequate information, and information without notable ex pertness. Either or both may be divorced from a proper pastoral purpose. Usually all three go together in some way, and ideally probably all three should be sought, though opinions differ widely about the proportions demanded, and about the order and relation in which they should be attacked. Here, then, is the pedagogical problem. In the practical work of a divinity school, with its multifarious interests and duties, if some musical study is desirable, as almost all would agree that it is, how should effort be directed and ordered with reference to these three ends, -expertness, information, purpose? Let us take up the three one by one.

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