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Most children who learned music probably did so from their parents. As the colonies became more established, the wealthy elite could afford to hire music and dancing teachers. Other children probably had limited opportunities to learn music unless their parents could teach them. The musical experience of American children did not begin to change until the late 19th century. The tremendous wealth generated by indistrialization significantly expanded the middle class. Many of the newly affluent families, especially the mothers, wanted their children to acquire cultural refinements like music that ty did not have as children. One major impact of the industrial revolution was the number of children thast no longer had to work to help support the family. This is reflected in the increasing number of states with compulsory school attendance laws as well as child labor law. In addition, for the first time in America, it was not just wealthy families that could afford instruments. Even an instrument as wealthy as a piano was within the reach of middle-class families. Parents insisted that their children were required to take music lessons which quite a number of boys did not particularly enjoy. We suspect that European immigration was anoher factor. Many of the immigrants came from European countrues with strong musical traditions. Jews in particular seem to have promoted musical skills wih their children. I am not sure why this was.
Most children who learned music probably did so from their parents. As the colonies became more established, the wealthy elite could afford to hire music and dancing teachers. Other children probably had limited opportunities to learn music unless their parents could teach them. The musical experience of American children did not begin to change until the late 19th century. The tremendous wealth generated by indistrialization significantly expanded the middle class. Many of the newly affluent families, especially the mothers, wanted their children to acquire cultural refinements like music that ty did not have as children. One major impact of the industrial revolution was the number of children thast no longer had to work to help support the family. This is reflected in the increasing number of states with compulsory school attendance laws as well as child labor law. In addition, for the first time in America, it was not just wealthy families that could afford instruments. Even an instrument as wealthy as a piano was within the reach of middle-class families.
Parents insisted that their children were required to take music lessons which quite a number of boys did not particularly enjoy. The whole idea was probably more popilar with girls than boys. But not all boys were absorbed with sporta and outdoor actiities so this caried among individuals.
We suspect that European immigration was anoher factor. Many of the immigrants came from European countries with strong musical traditions. Jews in particular seem to have promoted musical skills wih their children. I am not sure why this was. But the infflux of European immigrants (late-19th - early-20th century had a very significant impavt on music in America, including the number of children learing instruments.
There are various way to learn a musical instrument. A few particularly adept children teach themselves, but most children need lessons to learn to play an instrument or improve their skills. Most children initially in colonial America leaned nusical instructments through their parents. As America developed private instrucion became more common. There are severl ways to obtain lessons. Children can be taught at home if they come from a musical family. Or their parents can arrange for home instruction. A child taking music lessons at home might have a teacher provide one-on-one training sessionss ranging from 30 minutes to one hour weekly. The teacher will leave practice exercises to prepare for next lesson. Another option was lessons at a music school. Here there is a wide range of schools. Some are schools for younger children with a wide range of abilities. Others are institutiins for older, advanced students. A conservatory is a school providing advanced instruction in one or more of the fine or dramatic arts, but commonly a school of music. It is up to the managers what to name a school. Thus some very basic schools to give a upsacale impage, called themselves conservatories. Lone lessons and musuc schools meant fees parents had to pay. Another way of getting music lessons is at school. Some schools by the late-19th century included a music program in the curriculum or as an extra-curricular activity. This may or may not include indiviual instruction. Music programs varied widely from school to school. We notice WPA programs during the Depression that involved music instruction. Many schools, escpecially secondary schools, offered music lessons. This was a way for low income children to learn a musical instrument. Private schools often gaive more attenbtion to music and allow children to receive instruction at school.
We are not entirely sure how boys dressed for their music lessons. We have quite a few images, but they are mostly portrirs which means they were more likely dressed for recitals than actual lessons. A good example is an unidentified boy in the early-20h century.
We are using the photgraphic record as a indicator of popuarity or at least the relative number of the instruments as well as music instruction trends. We are not entirely sure that this is conclusive evidence. For example, what about the children who took piano. They could not very well bring their piano to the studio. A reader writes, "You mention that one sees many more protraits of children holding violins rather than with other instruments. The influx of European immigrants may havebeen a factor affectiving instrumental music in the late-19th ad early 20th centuruies. I am wondering if this was for photographic reasons rather than the popularity of the instrument. It must be much easier to pose a child holding a violin that seated at a piano, with all the furniture moving involved. Wind instruments with the light reflecting of the brass too might have been a problem." We rather agree, about the piano, we are much less sure about brass instruments. There may, however, have been other complications. And there variations over time. As indoor photgraphy became more common, we suspect that the relative appearance of instruments as a valid indicator was much more common.
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