Stories of Great Musicians — Themes and Context
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John was left an orphan at the age of ten, and went to live with his eldest brother in a neighboring town. In his new home he continued his studies. Besides his school work, his brother gave him lessons on the piano. The brother, an organist, had a book in which he had copied many fine compositions. He kept it on a high shelf in a bookcase.
Little John had learned so rapidly under his brother's instruction that soon he could play almost as well as the organist himself. However, he was eager to know more about music. He thought, "If only I could use my brother's book, I could learn faster." But he was not allowed even to touch it. He used to look at it and long for it as it lay upon the high shelf.
One night, when the house was dark and still, John arose from his bed and crept softly downstairs. Standing tiptoe on a chair, he succeeded in obtaining the treasure. How happy this made him!
He could scarcely keep from laughing aloud at his good fortune. Hugging the book close in his arms, he scampered back to his room. He wished to copy every note of the music, but he had neither lamp nor candle. He could work only by the light of the moon, so it was six months before his task was completed.
At school John studied arithmetic, grammar, Latin, and Greek. There, too, several hours each week were spent in the study of music. The boy had a sweet soprano voice and was always happy when the time for music came. The school choir often sang at church services and weddings. Clearer and sweeter than any other could be heard the voice of little John.
The lad learned something about organ playing during the next few years. These were years filled with hard work; but they were happy years, nevertheless. He no longer sang in the white-robed choir, but devoted his time to the piano, violin, and organ.
In the olden days there stood in Hamburg a church, named for the good St. Katherine. The organist of this church was a man of great skill, whose fame had spread throughout the land. Even little John Sebastian Bach had heard of him, and longed to hear him play the great organ at St. Katherine's.
One fine morning he started to make the long journey on foot. The lad little knew how tired he would become before he reached Hamburg. Once inside St. Katherine's, however, he forgot his weariness and his bruises and the long miles of dusty road over which he had traveled. He thought of nothing but the wonderful music.
John was not satisfied with hearing the great organist once. Several times he went to Hamburg, walking all the way. Once, when returning from a visit, he was walking along the highroad, and came to an inn. Being very hungry, he put his hand into his pocket and drew forth one small coin. That was not enough to buy him a dinner.
He seated himself outside the door to rest. The odors of the dinner coming from the kitchen made him hungrier than ever. Some men at dinner in the inn saw the forlorn little figure outside the door. They guessed how tired and hungry the boy must be. "Poor little lad," they said to one another, "let us give him a surprise."
Meanwhile, John Sebastian had made up his mind that he must go on. He was just rising to his feet, when a window was thrown open and two herrings' heads were tossed out. He ran to pick them up. Imagine his surprise to find in each a shining piece of money.
At an early age, John Sebastian Bach began to earn his own living. He had no thought of earning it by any other means than music. When he was eighteen, he obtained a position where he played the violin in the duke's band. He was greatly pleased with court life. His grandfather, a musician, too, as you will remember, had once lived at the same court.
Young Bach did not remain a year in the service of the duke. At the end of summer he accepted a position as organist in a small town. From 1703 until 1723 Bach went from place to place as organist and teacher. Sometimes he was church organist; sometimes he was court musician for some noble prince. At all times he was poorly paid. Bach often received no more for a year's work than many men receive for a month's work.
Although Bach played well on the violin and piano, he was most skillful as an organist. Indeed, his fame was spreading throughout all Germany. He often went on journeys to try new organs. On those trips he sometimes played for kings and nobles.
Once he played an organ solo for the crown prince. The crown prince was greatly pleased with Bach's pedal solo. Would it not seem strange to hear music and to see the hands of the musician at rest? That was what the prince heard and saw. When the beautiful music had died away, he drew from his finger a ring set with precious stones. He gave it to the musician, saying, "Never before have I listened to such a wonderful organist."
In 1717 a noted French organist came to Germany. In his own land, people thought there was no better organist than he. The Frenchman traveled through Italy, and found no one there to equal him. When he arrived in Germany, he played for the king and was highly praised. The proud Frenchman then thought that no one else in the world could play so well as he.
Now it happened that Bach had a friend at court, who had heard the French organist play. He said to himself: "Bah! our own German organist can do much better than that. I will invite him to come to Dresden and we will have a contest."
So he wrote to Bach, who at once set out for Dresden. Soon after his arrival, a royal contest was held. The musician from France played first, and, to speak truly, he played well. Then Bach came forward. When he had finished, the applause was great, and all his friends felt sure that he would win.
It was decided to continue the contest the next day; so the king named the time and place. Promptly at the appointed hour, Bach appeared. The large audience waited impatiently for the Frenchman. At last they sent a messenger for him; but he could not be found. He had left Dresden early that morning.
The people said to one another, "Surely, the Frenchman is afraid to meet our great Bach." "France has no musicians to equal those of our own land." Bach played so wonderfully that morning that the king afterward sent him a hundred pieces of gold.
Before Bach's time, pianists and organists used only the three middle fingers in playing. Bach taught all his pupils to use the thumb and little finger as well. Some of the music books that he wrote for his pupils are still in use.
It was the custom, long ago, for organists to write the music which was sung in their churches. For this reason, many of Bach's compositions are sacred music.
When Bach was thirty-eight years old, he and his family moved to Leipzig. Here he had a position as choir master of the Thomas School. The salary was very small, and the work was hard. It was Bach's duty to teach music to all the boys who attended the school.
Part of his work in that city was to direct the music in four churches. He trained the boys of the Thomas School to sing sacred music. Every Sunday they were divided into four choirs, one choir singing in each church.
Once upon a time Bach paid a visit to King Frederick the Great. It happened in this way. Bach's son had for seven years been in the service of the king as a musician. The king was very fond of music and played well upon the flute. He had often said to young Bach, "How much I should like to know your good father!"
The son always repeated the king's words to his father, saying, "Father, will you not come to the palace and pay me a visit?" "Some day I will go," was the reply. And one day the great organist kept his promise.
Every evening before supper the king had music in his rooms. At these concerts the king himself played the flute. One evening the musicians were all in place, ready to begin. An officer came in. He handed the king a list of the strangers who had arrived that day. Holding the flute in his hand, Frederick the Great glanced hastily over the names. Halfway down the list he stopped, for he saw the name _Bach_. Without reading further, he turned quickly to his orchestra, saying, "Gentlemen, old Bach has come."
Bach, who had gone to his son's rooms, was summoned to the castle. He had not time even to change his traveling clothes for a court dress. What a strange appearance he made as he came among the gentlemen of the court!
Frederick the Great received the master musician with much kindness, and led him through all the rooms of the castle. The king asked him to play the piano. The court musicians followed them from room to room. Whenever Bach played, the king stood behind his chair, exclaiming, "Only one Bach! Only one Bach!"
When the great musician returned to Leipzig, he composed some music in honor of his royal friend.
On the 30th of July, 1750, at the age of sixty-five, the "Father of Music" passed away. Very little notice was taken of his death. No choir sang hymns at his funeral; no cross ever marked the spot where he was buried.
Almost a hundred years after Bach's death, Felix Mendelssohn began to play his music. Then people began to appreciate and love the old master. They were sorry that so little had been done for him. Through the efforts of Mendelssohn, a monument was erected in Leipzig to Bach's memory.
Even if no monument had been erected, we should honor his name. His works are his best monument and will last as long as people love music.
GEORGE FREDERICK HANDEL
[Music: (The Messiah.) He shall feed His flock like a shepherd.]
It is a bright, sunshiny morning. In an old town in Germany a coach stands waiting before the door of a surgeon's house. The horses are impatient to begin the journey. They toss their heads and paw the ground. The driver speaks sharply, trying to quiet them.
Presently the house door opens. An old gentleman comes out and seats himself in the carriage. He waves his hand and calls good-by to a little boy on the steps. The coach door slams and the horses are off.
For a moment the child gazes through his tears at the departing carriage. Then, with a bound, he is off as fast as his sturdy little legs will carry him. The boy does not seem to mind the heat and the dust as long as he can keep the carriage in sight.
When the first stop is made, the boy appears before his father. "Why are you here, my son? Did I not bid you remain at home?" "Oh, father," pleads the boy, "I want so much to see the castle. Do take me with you!"
The child is so earnest and promises so faithfully to be good that the father places him on the broad seat beside him and away they go. Through streets and lanes and highways, from one town to another, they journey on, until they come to the wonderful palace of the duke.
The surgeon has come this long distance to visit his grandson, who is a servant in the palace. The travelers intend to remain in the castle several days.
The child became a favorite in the duke's household. He made friends with the members of the duke's choir, who allowed him to go to chapel with them. Sometimes they lifted him on the organ bench and bade him play.
One Sunday afternoon, when he was playing, some people entered the chapel. Among them was the duke, the owner of the castle. The child paid no heed to the duke and his friends, but went on with his playing. "Who is making such sweet music?" said the duke. When he had gone a few steps farther, he saw before the organ a boy but seven years of age. He called the child to him and said, "What is your name, little one?" "I am George Frederick Handel," answered the boy, trembling.
The duke spoke kindly to the little fellow, soon winning from him his secret. The lad told his new friend how dearly he loved to play and how much he should like to study music. He finished by saying that his father would not allow him to spend his time in that way.
The duke filled the little musician's pockets with shining gold pieces and called the father. He urged the surgeon to allow his son to study music. For a long time the two men talked together. At last the surgeon said that a teacher should be found for the boy as soon as they reached home.
George Frederick Handel was born in Germany, in 1685, on the 23d of February. Although the weather was cold and stormy, the babe was carried the very next day to the church and there baptized. According to the Lutheran custom, the child had a godmother and two godfathers.
When he was still very young, the parents of the child noticed that he was fond of music. Little George Frederick liked toys that made a noise. His friends made him presents of drums and horns. He learned to play a Jew's-harp and a flute.
At first, the father laughed at the childish music. When he saw that the boy cared for nothing else, he said that he wished to hear no more music in the house. Indeed, he would not even allow George Frederick to go to any house where music could be heard. The old surgeon wished his son to become a lawyer.
Although music was forbidden, George Frederick loved it more than ever. Every day the chimes in a neighboring church gladdened his heart. Several times each week he heard sacred music sung from the church tower.
The chimes and the tower music were a great comfort to little Handel. About this time, too, he was made happy by having a spinet of his own. With the help of his nurse, he hid his instrument in the garret.
A spinet is somewhat like a piano. The wires of little Handel's spinet were wound with cloth. This so deadened the sound that his father could not hear it. George Frederick spent much time in the garret, and often went there to practice when every one else in the house was fast asleep.
All this happened before the visit to the duke's castle. When he returned, his father kept the promise made to the duke by choosing a teacher for the boy. George Frederick and his teacher soon became the best of friends. The lad worked hard, and at the end of three years could play the organ, violin, and harpsichord.
Young Handel's teacher was a church organist. When he went away, he often allowed the boy to take his place. The boy improved so rapidly that at length his master declared he could teach him no more.
Little Handel had many studies besides his music. Although his father had allowed the boy to study music, he still wished him to become a lawyer. He was greatly pleased when he saw how earnestly the lad worked at his Latin and mathematics.
George Frederick began to compose when he was only ten years old. After his master had said he could teach him no more, young Handel continued his studies. He learned much by copying works from the old masters.
In 1696 George Frederick took a long journey, going with some friends to Berlin. The prince and princess invited the wonder child to the court because they liked music. The child surprised and delighted all who heard him play. "How long have you been studying that you have learned to play so well?" asked the prince. "For three years," replied the lad, "and I have the kindest teacher in all Germany."
In the great German capital little Handel met many famous musicians, one of whom was an Italian monk. His own father could not have been kinder to the child than was this priest. He took delight in teaching the boy and listened to his playing by the hour.
The prince was proud to count the little musician as his friend. He wrote to Handel's father, saying: "I am willing to send your son to Italy at my own expense. There he shall have the very best teachers."
The surgeon was delighted that George Frederick had so pleased the prince. He thanked him for his kindness, but said, "I am now an old man and can not spare my boy."
Soon after this, young Handel returned to his native town. He had not been long at home when his father died. Remembering his father's wish, the boy studied law until he was seventeen.
While Handel was studying law at the university, he was organist in a large church. So well did he perform his duties that he became famous for his music. Strangers were glad to be in the town over Sunday, that they might hear him play.
In 1703 Handel decided that music should be his life study and work. He left the university and went to Hamburg. There he obtained a position in an orchestra. It was a poor place, and he was paid very little. The other members of the orchestra never suspected that he could fill a better place.
One day the leader of the orchestra was absent. The musicians planned to play a joke upon Handel. "Come," said they to him, "you lead the orchestra to-day." They laughed merrily among themselves as he took his place. "Now we shall have some fun," they said to one another. Imagine their surprise when Handel conducted the orchestra even better than the leader could have done.
While Handel was in Hamburg, he wrote four operas. Although he was not well paid for the work, he saved some money. He was very generous, and took great pleasure in sending Christmas gifts to his mother.
After two years of hard work in Hamburg, Handel had laid aside enough money to take him to Italy. In 1706 he said good-by to his friends and set off on his journey across the Alps. For three years he lived under the blue Italian skies. During that time he learned to speak the language of the country. He worked hard and wrote opera after opera.
In Florence his first Italian opera was given. It was listened to with the greatest delight. The grand duke was so much pleased that he presented Handel with a hundred pieces of money and many other valuable gifts.
From fair Florence, the young musician went to Venice, the city of bridges and gondolas. The Venetians soon grew to be as fond of him as the Florentines had been. They spoke of him as the "dear Saxon," because he came from that part of Germany which is called Saxony.
One evening Handel was invited to a masquerade. He planned to disguise himself so that no one should know him. He might have succeeded had it not been for one thing. He went to the masquerade, and for some time not a single person knew him in his strange costume. Finally he seated himself at the harpsichord, the room becoming quiet as he played. Some one was heard to exclaim: "None but the great Saxon could play like that! It is Handel!"
Whenever his operas were sung in Venice, the theater was packed. One night every seat was filled. The audience was eager for the music to begin. At the end of the first act there was a storm of applause. During the remainder of the opera, at every little pause in the music, the building rang with shouts of, "Long live the good Saxon!"
In the spring of 1710 Handel returned to Germany. He paid a visit to his mother, but did not stay long. In Italy he had made many English friends who invited him to visit London. It was about the beginning of December when he crossed the sea to England. Little did he dream that the remainder of his life would be spent on English soil.
The authors of Stories of Great Musicians consistently employ a narrative voice that blends admiration with instructional clarity. In the preface, they state their aim to set "a high standard" for children through biography, and this purpose shapes every chapter. The prose is direct, often using short declarative sentences to describe pivotal moments: "Felix came springing into the room. He was a handsome, bright-looking boy, with clear and sparkling eyes." Such descriptions prioritize visual immediacy over psychological depth, making each composer accessible. Dialogue is used sparingly but effectively, as when Goethe tells young Mendelssohn, "You are my David," a biblical allusion that elevates the boy's role. The authors also insert explanatory asides, like noting that Mendelssohn "admired the works of Sir Walter Scott," to connect composers to broader cultural touchstones. These choices reveal a deliberate strategy to inspire without overwhelming, using concrete details to anchor each life story.
Diction and the Child Reader
The vocabulary in Stories of Great Musicians is carefully calibrated for a juvenile audience. Abstract concepts are rendered concrete: success is described as something that "comes only to him who earns success," a maxim repeated in the preface. Musical terms are introduced with context, such as "overture" explained as music that makes you "imagine that you were in fairyland." The authors avoid technical jargon, instead using sensory language: "the songs of the elves and woodland sprites" evokes Mendelssohn's Midsummer Night's Dream overture. When describing Bach's or Handel's work, they focus on effort rather than theory, using verbs like "striving" and "persistent endeavor." This diction reflects the educational mission: to instill moral lessons through accessible storytelling. The occasional use of exclamation points—"Surely, a child could not have done such work!"—adds dramatic emphasis, mimicking an adult's wonder to engage young readers. Overall, the word choice prioritizes clarity and inspiration over musical precision.
Dialogue as Characterization
Dialogue in these sketches serves to reveal character and advance the narrative without lengthy exposition. When Goethe says to Mendelssohn, "Let us hear what this young head has thought of," the line conveys both the poet's warmth and the boy's precocity. Similarly, the musicians' exclamation, "Did young Mendelssohn compose the music that we just played?" underscores the astonishment of adults, reinforcing the child's genius. The authors use dialogue to create scenes of recognition: Goethe's remark, "You are my David," is a biblical reference that frames Mendelssohn as a gifted youth. In the Mozart excerpt (not fully shown), similar patterns likely appear—adults expressing surprise at the child's abilities. These exchanges are brief but pointed, avoiding long conversations. They function as plot devices that highlight the composer's exceptional nature while keeping the prose lively. The dialogue is always in service of the biographical lesson, never straying into idle chatter.
Descriptive Patterns and Visual Cues
The authors rely on vivid visual descriptions to imprint each composer's image on the reader's mind. Mendelssohn is introduced with "waving black hair fell over his shoulders" and "clear and sparkling eyes," details that create a romanticized portrait. Physical settings are sketched with similar economy: "sheets of music were scattered all about" in the music room, suggesting creative disorder. These descriptions are formulaic but effective, often pairing a character's appearance with their emotional state: "Felix sprang up. He looked eagerly about him." The illustrations listed in the front matter—such as "THE CHILD HANDEL" and "MOZART AT THE ORGAN"—indicate that the text was designed to complement images, but the prose itself is pictorial. The authors also use light and movement: "sparkling eyes" and "springing into the room" convey energy. This pattern of visual cues makes each scene memorable, especially for young readers who benefit from concrete imagery.
Structure and the Biographical Formula
Each chapter follows a predictable arc: childhood promise, a key encounter, and a summary of achievements. The Mendelssohn chapter, for instance, opens with his visit to Goethe, then transitions to his travels and works. The authors use transitional phrases like "You must not think that Felix spent all his time in visits" to correct potential misconceptions and maintain a moralizing tone. The preface explicitly states that biography is "a potent factor" in education, and the structure reflects this: each life is a lesson in "untiring effort." The chapters are short, averaging around 7,000 words, with clear section breaks. The authors also include direct addresses to the reader, such as "If you could hear the beautiful music," which invite participation. This formulaic approach ensures consistency across the ten composers, from Bach to Wagner. While it may feel repetitive to an adult, it provides a reliable framework for young readers to absorb historical and musical information.
The editorial choices in Stories of Great Musicians reveal a deliberate pedagogical design. By focusing on visual description, simplified diction, and moral exemplars, Scobey and Horne create an accessible entry point to music history. Readers should note that the excerpts provide only partial views of each composer's life; the full text likely extends these patterns. For those interested in how early twentieth-century educators shaped cultural literacy, this volume offers a clear case study in biographical writing for children.
Reading how these sketches shape Bach and Mozart for young eyes, I remembered my own first encounter with Mendelssohn—sitting on a worn carpet, sunlight on the page. That same hushed discovery returned while leafing through the broader reflections in The art of music, Vol. 05 (of 14) — Reading Notes, where the notes felt less like instruction and more like a patient friend remembering the music aloud.
Sebastian Allen
6 days agoHarper Green
3 weeks agoMatthew Hill
4 weeks agoMia Lopez
1 week ago-
Yolanda Perez - 3 weeks ago
What a delightful collection of stories! 'Stories of Great Musicians' brings the lives of Mozart, Chopin, and others to life in a way that is both educational and entertaining. The anecdotes are charming and often humorous, making it a perfect read for anyone looking to humanize these legendary figures. It's a wonderful introduction to music history for young readers and adults alike. -
Natalie Phelps - 2 weeks ago
The book offers a nice overview of several composers' lives, but it tends to skim over the darker, more complex aspects of their biographies. The stories are engaging, though some feel romanticized. It's a pleasant read for a lazy afternoon, but if you're seeking a purely factual account, you might want to supplement with other sources. -
Ronald Gaines - 6 days ago
I was expecting more in-depth biographical information, but instead, this reads like a series of fairy tales. The author seems more interested in entertaining than accuracy, often relying on myths and exaggerations. The writing is overly sentimental, and the lack of citations makes it unreliable as a historical reference. Disappointing for anyone with prior knowledge of these composers.
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Mia Robinson
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