The Hugey Color-Music Model School

              Dedicated to the little children of America.

FANNIE E. MCKINNEY-HUGHEY


The Hughey Color-Music

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Model School
For Children 2 to 7 Years Young and Normal Training Classes for Mothers and Teachers

Opens September 15th, 1913


Mrs. Hughey, Principal



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MILLIKIN CONSERVATORY OF MUSIC — DECATUR, ILL.
The James Millikin University


Music is manna from heaven with which God feeds our souls.
FANNIE BONNER PRICE


Of all God's gifts to the sight of man, color is the holiest, the most divine.
RUSKIN



Millikin Conservatory of Music

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Decatur College and Industrial School of The James Millikin University
Consists of the following schools—leading to the usual degrees:

Liberal Arts—offers a variety of courses with the classical and scientific foundations.

Engineering—with courses in civil, mechanical and electrical engineering.

Domestic Economy—with well organized courses in domestic science and domestic art.

Commerce and Finance—with complete courses in special and correlated subjects.

Fine and Applied Arts—offers attractive and valuable courses in both branches.

Education—with elementary and advanced courses, theoretical and practical.

Library Science—with special courses for organization and management of public and private libraries.

Conservatory of Music—with Kindergarten, elementary, academic, and collegiate courses leading to graduation; also teachers' training courses.  A finely illustrated complete catalog of the Conservatory will be mailed on application.

General information about the various courses, faculty, equipment, expenses, and so on, may be found in the catalog-bulletin of the College which will be sent on application.

Special information may be obtained by addressing

GEO. E. FELLOWS, President of the College, or ADA E. LINDSAY, Secretary the Conservatory of Music





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The James Millikin University Bulletin
Millikin Conservatory of Music Number
Entered February 25, 1904, at Decatur, Ill., as Second Class Matter

VOLUME X DECATUR, ILL., AUG., 1913 NUMBER VI



INTRODUCTORY
The management of the Millikin Conservatory of Music is pleased to announce the establishment of a new department, the Hughey Color-Music Model School, for children between the ages of two and seven years.  This school also has training classes for mothers and young women who wish to prepare to become teachers of this new and remarkable system for developing children's minds, souls and bodies.

The School is conducted by the author of the system, Mrs. Fannie E. Hughey, and her assistants. Mrs. Hughey has been induced to transfer her school from St. Louis to the Millikin Conservatory of Music of The James Millikin University in Decatur, Illinois.

Mrs. Hughey is rapidly obtaining a wide reputation as one of the great epoch-making educators of the world, and her system is becoming generally recognized as productive of wonderfully fine results in the education of little children.  The following pages tell briefly of her remarkable work.

HERMANN H. KAEUPER, Director, Millikin Conservatory of Music

GEORGE E. FELLOWS, President, Decatur College, The James Millikin University





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The Color-Music System
The Color Music System of Child Culture now being given to the public by the author, Mrs. Fannie E. McKinney-Hughey, is a great advance step in education and promises to give to America a greater fame than the Montessori Method has given to Italy.  It is a simple, natural, concrete, logical method for the all-round development of the child in the period of greatest activity on his part, and the most enticing possibilities for the teacher—the first seven years of life—because this is the most plastic and impressionable period of human life.  Habits of emotion, thought and action, formed during these years are more likely to endure than those formed in later years.

Just when the world began to say, Dr. Montessori has missed one most important factor in human culture, and when she, herself, expressed the need of music to make her work complete, came the plan from this side the sea which begins with the universally fundamental element of human expression, Music, and co-ordinating musical tones and rhythmic motions with bright colors, it leads to a spontaneous and eager adjustment of the child to its environments.

The two explorers and discoverers in elementary education have reached the same conclusions and voiced the same practical ideals, but the Hughey system has gone a step further than the Montessori by simplifying still more the processes of training, and by substituting for exercises that develop but one result, others equally simple which may secure several results with one effort.  For example, instead of teaching digital dexterity by buttoning and unbuttoning two pieces of cloth upon a frame, the Hughey children acquire the same skill by dressing and undressing dolls, and finger plays for the development of piano technique.  These exercises are graded from the most simple to the more complex by such easy steps that no mental over-strain can result if the author's directions are obeyed.

These plays appeal to the child as practical because he accomplishes his natural desires.





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Every phase of the process has a clearly defined purpose from the child's viewpoint; and what may seem, compared to traditional ideas, over stimulation, is in reality but the liberation of natural powers by the process of attraction.

The exercises appeal to the practical mother and teacher because of evident logical results.  For example, the child enjoys playing with dolls, and delights in changing its clothes—from this point it is an easy matter to lead to folding the doll's clothes, arranging them neatly in piles or in dresser drawers, making the doll's beds, and putting the play-room in order, etc., and later to cutting and sewing simple garments. These plays not only secure digital skill, but develop self confidence and self respect, gentleness, order, love for and skill in home making, thoughtfulness, plan, and self reliance in execution, and an unconscious growth in the appreciation of the beauty of social service.

To the trained teacher the work is fascinating because her efforts are directed toward the formation of right habits at the period when habits impressed upon the plastic nature are most likely to endure and produce both choice and lasting results.

Every child will spontaneously exercise to reach the object, or to respond to the influence that attracts him.

The love of bright colors, sweet tones, and rhythmic movements is inherent in human life.  This taste presents the natural and logical educational center from which to lead out in concentric circles to wider knowledge and increasingly varied experiences.

Music includes mathematics, mechanics, esthetics; and suggests practical and interesting ethical suggestions; and is therefore fitted to stimulate all of the child's natural activities in a perfectly healthful and safe manner.

Music provides abundant opportunity for self discipline.  The self control of children trained by this system is one of its most notable achievements.




Millikin Conservatory of Music

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Faculty of the Hughey Color-Music School


Mrs. Fannie McKinney Hughey
Principal


Mrs. Fannie Bonner Price
Assistant Principal
and Assistant Teachers





Principles of Presentation
The child is eager to explore, delighted with discovery, and fond of working out his own problems.  He is quick to imagine and to imitate.  He loves comradeship, but values his own independence.

The Hughey processes are built upon these facts; and respect for the individuality of the wee student is the keynote of the daily program.

The method involves a fascinating employment of stories and games, musical tones associated with bright colors, and rhythmic exercises, observation of details and concentration upon the accomplishment of a purpose.

It aims to develop independence, resourcefulness and skill, control and use of all parts of the body together with happy and harmonious relations to environment.

It provides means of self-expression through singing, piano playing, and easy but correct musical composition.

As a logical result of the careful ear training the child may thus early in life be enabled to acquire conversational mastery of foreign languages, together with his mother tongue.

In the play with dolls, the making of doll furniture, and the care of tiny gardens, the way is easily opened for beautiful foundational lessons in nature studies, domestic art and manual training.



Music by Color
The work begins with a bird of the color Red, which is the first color recognized by a baby, and the first of the primary colors of the rainbow.  This Red bird comes from music land, the home of the happy music fairies; he leaves there





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as a pure white bird but is directed by the fairies to fly through rainbow land and choose a color to bring to the children.  The musical tone entrusted to it is the central tone of music harmonies, viz: the tone situated just half-way between the treble and bass clefs and known to mortals as Middle C.  This tone is the root of the tonic chord, which is the natural root of full tonality, and in after years will be recognized as the logical introduction into music land, which he received in the realm of Babydom.

When the bird leaves the abode of the happy music fairies he is intrusted with their love as their choicest gift to the wee students, and winging his way through the beautiful red of rainbow land, he colors his plumage therefrom.

At the psychological moment, when expectation rises at its height from the well told story by the teacher, the Red bird is shown to the delighted children and the lesson developed by easy and logical steps.  Thus the first bird introduces the fundamental color of visual and artistic perceptions with the tonic tone of the art and science of music and the keynote of the moral and spiritual conceptions.  Other birds of other colors follow, each bringing its own associated ideas.  With them come practice in numbers, lessons in voice placing, tone quality, ear and eye training; and development of a feeling for rhythm, acquaintance with the piano keyboard and the ability to read music at sight, and all so naturally and simply begun as to be mere play to the little student.

These first lessons in sense training lead smoothly and quickly into all other fields of organized effort and include in these three years (from 3 to 6), drawing, writing, reading, numbers, dancing, and so on.

Teachers will be prepared to co-operate with one another because, understanding each other and the problems confronting each, and possessing the same ideas and ideals, they will be prepared to work in harmony to better conserve the natural forces of the child and to economize his time, strength and activities.




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What the Color-Music Does Here It Is In a Nutshell
It trains and develops the imagination and complete mind of the child along the right lines, with music as a basis.  It teaches him to be mentally alert, physically efficient, morally sensitive.  It takes a two-year-old baby and teaches him so to play that his tiny brain develops with astonishing rapidity and thoroness, with the result that by the time he is ten he has a mental efficiency of a child of fifteen without sacrifice of any good quality of childhood, but with all constructive principles of good character strongly established.  This is not speculation or guess work—it has been proved by definite accomplishment in many cases.



Mother's Opportunity As the twig is bent the tree inclines
The color-music method provides the mother with a simple, practical system and interesting and attractive materials to use herself in the daily training of her baby, and aims to establish the right relation between mother and child, and to prepare both for a sane and happy attitude toward the world and life.  The system seeks by formation to prevent the need of reformation, cure or punishment.  It aims to starve the germ of evil and strengthen the character of the good in each phase of life; and by so doing to economize, and conserve all active forces such as health, knowledge, influence, money, organization, and so on; in domestic, social, civil, and religious life.

The cause of such quick recognition and unqualified appreciation and expressed approval of a comparatively new system of education lies in the fact that the work meets an acknowledged world-wide need.





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Model School For Little Children Outline of Subjects Taught

Nature Studies

Birds
Worms
Animals
Trees
Bugs
Plants
Fish
Gardening



Care of Materials

Order
Care
Deftness



Numbers

Addition
Subtraction
Division
Fractions
Multiplication



Languages

English
French
German



Reading, Writing, Drawing, Clay-modeling, Sewing, Cooking, Manual Training, Speaking Voice—Story Telling.



Color-Music

Voice Placing
Tone Quality
Dynamic Shading
Sight Reading {

Singing
Piano
(Solos and Ensemble)
Musical Composition.
Songs {

Miscellaneous
Devotional
Nature Stories
Action Songs

Part Singing
Piano Playing

Solos
Duets

Memory Work
Ear Training
Eye Training
Rhythm {

Physical Culture
Ear Training
Pulse and Accent
Dancing
Form





TUITION FEES
Five dollars per month and ten dollars per year additional for materials.





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Departments
The Hughey Color-Music System is not, as the name might indicate, a course of music study only; but is, instead, a complete foundational system of child culture which employs the principles and technique of music to furnish the inspiration and materials, or in other words the attraction and food, for the growing human organism.  It is arranged in two departments, the work immediately for the children and the training of young women.



Normal Training Classes For Mothers and Prospective Teachers
This department includes practical work in the children's classes with additional instruction in normal classes.

The course aims at training for motherhood as well as teacherhood, so that every graduate may be as well equipped as possible for success in either field.  The full course requires two years of work, but may be completed in less time as indicated in this outline:


First Year

Color-Music and Model School Course
Psychology
Elementary Harmony
Pedagogy
Musical History—Elementary Course
Musical Biography—Elementary Course



Second Year
Experimental teaching under direction and supervision of the author.  Teachers of good experience can do the experimental work and complete the second year course in the summer session.

No teacher will receive a diploma until she has proved her ability in the experimental classes.




Expenses Mothers' and Teachers' Training Classes
Tuition—$75.00 per year
$25.00 per summer term
Books and materials—$15.00





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A Thoro Educational System
It should not be thought that this method, altho new to the majority, is untried or merely experimental—a pretty fad.  During several years the author has attained phenomenal success in her own school in St. Louis, and equally in classes taught elsewhere either by herself or by enthusiastic disciples of Color-Music.  Following is an account of results obtained after a single month's trial of the system in San Francisco, as reported for the General Federated Bulletin (official organ of the General Federation of Women's Clubs).

Among the unique features of the convention (July, 1912) was the daily demonstration of this system for the healthful all around development of the little child.  The demonstration of practical results achieved within a month's time, elicited a widespread and deep interest among the delegates and visitors.  The work was shown by a class of pupils from four to eight years of age, none of whom had received school training.  For the ten days of the convention these small people came regularly, with never a sign of weariness or flagging interest, and with no apparent self-consciousness as a result of working before crowds of strangers.  Fascinated by the play with their teacher, they left each day with sincere regret that the hour was over.  Among the games they played were—drawing pictures to rhythmic motion, singing and playing at sight by colors or in the ordinary notation, writing music-stories on the blackboard after ear-dictation; two pupils sang a song in perfect time and tune, with piano accompaniment, one played the primo to a simple duet, etc.  These results proved the interest, attention and concentration of thought and effort secured by this attractive method, no effort being made to force the children in any way.

As Mrs. Hughey rightly observes, instruction began formerly with the adult's conception of things; the object being to impart this knowledge to the child.  Modern methods begin with the child's experience and the things which interest him, and broaden out to include the whole field of learning.  A child's imagination is very active and sensitive; his power of imitaton just as keen.  His world is made up of imagination and imitation.





Millikin Conservatory of Music

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Mrs. Fannie Bonner Price
Assistant Principal—Hughey Color-Music School



Elementary Department
Piano — Voice — Violin For Children of 7 Years and Older

The Conservatory conducts a department for children of seven years and older which offers thoro instruction in the early grades of piano, voice or violin study at very low cost—$1 to $3 per month for 4 to 16 lessons.  To obviate the necessity of correcting faults which too often are formed by pupils incorrectly instructed, a correct scientific training is of the greatest importance especially to children.  This fact is often overlooked by parents and students and the result is that beginners are too often entrusted to the teaching care of faulty instructors.  Our endeavor is to give pupils a thoro grounding in all that is best and lasting, instead of forcing them into displaying an insincere and showy superficiality, which too often passes for genuine accomplishment.

In special cases the Conservatory sends teachers to the homes of pupils.

Those interested are asked to call, write or telephone for any desired information concerning any department of the Conservatory.

Both telephones—4277.