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3. What effect did the development of song-school instruction have on the
instruction in the cathedral schools?

COMPULSORY SCHOOL-ATTENDANCE LEGISLATION. The natural corollary of the
taxation of the wealth of the State to educate the children of the State,
and the prohibition of children to labor, is the compulsion of children to
attend school that they may receive the instruction and training which the
State has deemed it wise to tax its citizens to provide.

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[12] This was in response to a petition to the King, nearly two years
before. The King finally granted the request, ‘though maintaining that he
was not compelled by God”s Word to set forth the Scriptures in English,
yet “of his own liberality and goodness was and is pleased that his said
loving subjects should have and read the same in convenient places and
times.”‘ (Procter and Frere, _History of the Book of Common Prayer_, p.
30.)

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THE MUSIC SCHOOL. The teacher in this school gradually separated himself
from the grammatist, and often the two were found in adjoining rooms in
the same school. In his functions he succeeded the wandering poet or
minstrel of earlier times. Music teachers were common in all the City-
States of Greece. To this teacher the boy went at first to recite his
poetry, and after the thirteenth year for a special music course. The
teacher was known as a _citharist_, and the instrument usually used was
the seven-stringed lyre. This resembled somewhat our modern guitar. The
flute was also used somewhat, but never grew into much favor, partly
because it tended to excite rather than soothe, and partly because of the
contortions of the face to which its playing gave rise. Rhythm, melody,
and the feeling for measure and time were important in instruction, whose
office was to soothe, purge, and harmonize man within and make him fit for
moral instruction through the poetry with which their music was ever
associated. Instead of being a distinct art, as with us, and taught by
itself, music with the Greeks was always subsidiary to the expression of
the spirit of their literature, and in aim it was for moral-training ends.
[18] Both Aristotle and Plato advocate state control of school music to
insure sound moral results. Inferior as their music was to present-day
music, it exerted an influence over their lives which it is difficult for
an American teacher to appreciate.