. Francis W. Parker School studies in education. composition entitledLes Chevaux, also by Dalcroze, is always the supreme test forthis grade, as it demands a great amount of sustained attention,memory, and physical control. The drivers, walking the wholenotes, half notes, and quarters, are always walking twice as slowlyas the horses, except in one place where they are going two stepsto the horses three. There is no doubt that the difficulty of thiswork would be insurmountable without the stimulus of interest inthe Greeks. How is this creative work? Is it not a real effort on the partof each ch
. Francis W. Parker School studies in education. composition entitledLes Chevaux, also by Dalcroze, is always the supreme test forthis grade, as it demands a great amount of sustained attention,memory, and physical control. The drivers, walking the wholenotes, half notes, and quarters, are always walking twice as slowlyas the horses, except in one place where they are going two stepsto the horses three. There is no doubt that the difficulty of thiswork would be insurmountable without the stimulus of interest inthe Greeks. How is this creative work? Is it not a real effort on the partof each child to create a Greek festival? His own part is ofsupreme importance both in his hope of outdoing his own previousrecord and as his contribution to the excellence of the whole per-formance. Also, as each movement has significance and sequence,it is not a mere imitation or drill. The whole, unified and inspiredby the rhythm and harmony of the music, makes an expressionwhich is joyous and spontaneous, both necessary elements of truecreative The Fourth Grade Children in the Discus Throw CREATIVE EFFORT—IN MELODY(The Older Children) Recent collections of childrens work in art and in music areconfirming our feeling that there is much ability in children tocreate in these forms which is not being discovered early enough,if at all. Creative talent great enough to demand expression foritself will usually take care of itself; but the lesser talent ought tobe developed also, for the good of the individual if not for the restof the world. Every child ought to have the opportunity to try,and in certain cases the work should go on for a considerableperiod. It should last long enough to permit the pupil to workthrough that first superficial layer of largely-imitative melodieswhich occur to almost everyone (the present collection and mostothers I have seen are of this sort), and go on from there to genu-ine creative work in the presumably rare cases when that is pos-sible. We believe
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