Give an idea of the process by which music becomes an art and what the
principles of music are.
What sciences are drawn upon, and how, in the study of the beginnings
of music?
What countries offer interest to the student of musical beginnings? How
are these races related?
Give a summary of music among the Chinese. The Japanese. The Hindoos.
Give a summary of music among the Chaldeans. The Egyptians. The
Hebrews. What points in common did these races show?
Give an account of the writers on music among the Greeks, and their
works.
Describe the Scale of Conjunct Tetrachords. Disjunct Tetrachords. The
Lesser Perfect System. The Greater Perfect System.
Give the names of the various Greek Scales.
Give a summary of the Greek Octave System. Describe the Chromatic and
Enharmonic Scales.
Describe the Greek musical instruments; notation.
Tell the story of music among the Romans. How did the Church Scales
originate? State the differences between the Greek and the Church
Scales.
What is the function of the Dominant in the Church Scales? Describe the
Hexachord Scales and the names of the sounds.
Describe early systems of notation in music. Describe early attempts
at Harmony. What was Discant? Give a summary of the statements of the
early writers on the subject of Harmony.
Give an account of music among the Gauls and Celts, the Saxons,
Scandinavians, etc.
Tell about the great song movement outside the church, minstrels, etc.;
the Minnesingers; the Mastersingers.
Each of these questions or several together may be made the subject
of a written paper, giving a summary. Students should be encouraged
to make critical examination of a subject, to institute comparisons
showing progress, and the steps that mark that progress, wherein one
man has drawn from a predecessor, wherein new things have been done.