Introduction
Before examining the history of the development of organ pedagogy in America, it is necessary to understand some background on the early use of the organ in this country. The organ as an instrument of worship had a difficult journey to acceptance in the United States. The Puritans outlawed the use of instruments in their churches, partially as a revolt against what they regarded as the pretentious services of the Church of England1, but principally in support of the anti-instrumental music views of the Fathers of the early church.2
The Lutherans and Anglicans, however, bore no such prejudices, and can be recognized as having introduced the liturgical use of the organ to the colonies. Anglican churches were especially important in the growth of organ usage in the United States because of the number of organs they imported from England throughout the eighteenth century. The wealthier Anglican churches also imported organists; as William H. Barnes comments:
Organists too, were imported and we hear of those who functioned as dancing masters, clerks, and grocers and wine merchants like Boston's organist-composer Selby . . . ship masters and business men were deputized by their parishes to contract for organs, or to hire musicians, whose ability in more than one case, was to "Play upon ye organs with a loud noise!"3
Eventually, Puritan liberals began to raise the issue of using organs in their own churches. Finally in 1786, the First Church in Boston installed a permanent organ, followed in 1790 by the Brattle Square Church.4 The battle for acceptance of organs was not over, but the tide had turned decisively, and the installation of organs began in earnest.
In small city churches and rural churches, the acceptance of organs took a different route. Objections to instrumental music were initially compromised by the introduction of the violoncello to accompany congregational singing, which had sunk to a deplorable state. This was followed, according to Nathaniel Gould (in his significant book, Church Music in America, published in 1853), by the flute, hautboy, clarinet, and bassoon. Gould attributes the final sanctioning of organs to the problems caused by this array of instruments, including their competing for attention in performance and their propensity for tuning while the minister was speaking.5 Despite these problems, the installation of organs into smaller, rural churches was a slow and highly-contested process. Even in the early 1800's (and sometimes as late as 1850) some congregations were still reluctant to install organs.6
Once organs were installed, the difficulties were often only beginning. Accounts of the reactions to the use of the organ in church were varied. Gould, after writing of the complaints of congregations regarding singers, comments that "in regard to the organist, there is less knowledge, and if possible, more complaints, or diversity of opinion,"7 both in regard to the repertoire used in church and the general role of the organist. These issues were complicated by the fact that as organs were finally accepted they were installed at a relatively rapid rate, making it difficult to find competent organists, particularly ones who could play well enough to accompany singers.
Despite the relative abundance of information on early American organs and organ builders and the organ acceptance controversy, there is little information about the organists themselves and how they were trained in the United States for their roles in the church. Louis Elson mentions that Christ Church in Philadelphia had an organ soon after 1700, and that a few music teachers settled there at an early date.8 Boston, New York, and Charleston were also centers where foreign-born professional organists performed and taught.9 One citation from 1799 describes a Mrs. Von Hagen of Boston who taught organ lessons, her curriculum including theory, lessons, sonatas, concertos, and church music.10 These accounts suggest that private organ instruction was already taking place in the 1700's, despite the controversy over the use of the organ in worship (possibly supported at least in part by the existence of a fair number of "parlor organs" during the pre-revolutionary war era in homes).11 However, early organ education in the United States involved not only training enough organists technically to suit the increasing demand, but also training both American and Continental organists to meet the specific service-playing needs of American churches. There is a fascinating relationship between the development of organ "methods" and other instructional publications and the emergence and development of the role of the church organist in worship.
In fact, in examining the overall history of American organ methods, it becomes apparent that the emphases of these works varied rather consistently according to their chronological period. This is the first of a series of articles which will examine the evolution of these changing emphases, their relationship to changes in organ construction and the musical tastes and sophistication of American religious and musical society, and most importantly, how they reflect the development of the role of the organist in American society. This exploration will begin with publications to about 1850 which focus on the role of the organist as a player of hymns and accompaniments.
The Earliest Organ Publications: The Organist as Accompanist and Hymn-Player
The controversy over the appropriateness of organs in worship was not unique to the United States. For several centuries the English battled over the same issue, so that even throughout the eighteenth century the use of organs was only common in large urban churches.12 Two of the most outspoken proponents of instrumental music, Thomas Mace (1676)13 and John Newte (1700)14, justified using the organ in assisting vocal music rather than as a solo instrument in worship. This concept of the church organist as accompanist was carried over to America, where the earliest defense (e.g., James Lyon, etc.) and acceptance of the organ was in accompanying the congregation and later the choir. As Orpha Ochse comments, "their [organs] acceptance has usually been ascribed to a more liberal attitude, but actually, the deplorable state to which congregational singing had fallen prompted some of this liberality."15
A detailed discussion of the attempted "reform" of congregational singing, the advent of American "Tune Books", and the rise of singing schools is beyond the scope of this article. However, several relevant points should be noted.
The earliest extant music printed in the United States was an appendix to the Psalm Book of 1698 printed for colonists in Boston. Directions given at the beginning were extremely basic, and indicated the very low level of musical knowledge in the United States at that time. Under each note was the initial of a syllable used to sing the pitch.16 Over the next 100-150 years, many more of these tune books were published, although it was not until 1804 in the Bridgewater Collection that instrumental accompaniments or interludes first appeared.17 Sacred vocal music monopolized the American publishing scene. George Hood, in his annotated listing of all music books printed in America to 1800, lists only singing and psalm books,18 while Frank Metcalf, in 54 pages of descriptions of American books on sacred music between 1721 and 1820, lists only one book related to keyboard music, Andrew Law's The Art of Playing the Organ and Piano Forte, published in 1809 (to be discussed shortly).19 Up to this point, the absence of organ materials speaks eloquently of the organ conflict. Daniel Bayley, in his A New and Compleat Introduction to the Grounds and Rules of Musick (1766), offers some pro-organ comments in the preface to Book One, but then comments at the end of the introduction that his work is specifically not intended for instrumentalists. After covering the rudiments of music in his introduction, he comments "There are some other things that occur . . . (especially) in Instrumental Music; but as they do not concern this undertaking, I shall take no notice of them."20 Similarly, Thomas Walter's method of 1721 explains that there are "Rules for the right Management of an Instrument"21--but he does not explain what they are. Clearly organists are left to fend for themselves--or to turn to European teachers or methods.
In 1786, the first American document which provides instructional directions for the church organist appeared in the form of a letter written by Francis Hopkinson (1737-1791), an eminent statesman, organist, and composer. Hopkinson's stated purpose was to "suggest a few rules for the conduct of an organ in a place of worship, according to my ideas of propriety."22 Hopkinson examines the musical parts of the Episcopal service, making interpretive and technical suggestions for the organist and emphasizing the role of music in accompanying and interpreting the spoken and sung texts of the worship service. However, his letter was addressed to Bishop William White of Christ Church and St. Peter's, Philadelphia, and therefore apparently was not intended primarily for the edification of his fellow organists. Its instructional merit may have been realized later, since the letter was reprinted between 1827 and 1829 in several Episcopal periodicals in articles on the organ and church music.23 In any case, his didactic comments would be useful only to organists who had already acquired their basic technique elsewhere and required instruction in specific aspects of service-playing.
Andrew Law, however, took a different approach. Law (1748-1821) published his Harmonic Companion, and Guide to Social Worship . . . in 1807, and two years later published a companion guide for a keyboard player: The Art of Playing the Organ and Piano Forte, or Characters Adapted to Instruments. Law taught extensively along the eastern seaboard, and devised a "shaped note" system for indicating the sol-fa syllables of pitches.24 (The use of these syllables dates back to the earliest tune books.) Law's system involved the use of four shapes without regular staff notation. This system is used in both of the aforementioned methods. In The Art of Playing the Organ, Law states that his main purpose is to train people to play from the same music as the singers (presumably making it easier to accompany them). Law makes some interesting comments in the Introduction, where he states that this method will allow a child to learn to play the piano forte in one year as well as he could from the "old method" in two years. He goes on to state that this is important because:
it may be asserted with truth that there are a hundred who learn vocal music to one who learns instrumental of any kind. If therefore it should appear, that no gain is made in instrumental music, still the gain must be vastly great in a full view of the subject.25
Law's The Art of Playing the Organ is more significant for its appearance than its content, as it is the first American organ "method". After the five pages of the Introduction, which is mostly commentary, he spends only three pages on charts of symbols with brief explanations, making the entire "method" eight pages in length. (See Example 1.) However, his work was recognized as significant even in his own time. Samuel Worcester, the pastor at the Tabernacle Church in Salem, Massachusetts, gave a significant address on sacred music in 1810 in which he recommended Law's work. Worcester speaks at length on the need to select good hymnody and psalmody and perform it well, concluding with an endorsement of musical societies "since so little encouragement is given in our country to good musical instructors."26 It is interesting to note that in his Essays on Music Law comments on the difference between sacred and secular music and does not limit his definition of sacred music to psalmody27; however, he never publishes or endorses any keyboard music beyond that required to accompany the singing of psalmody.
Many people apparently tried Law's organ method, lured by the promise of learning to play psalmody quickly. However, as Gould suggests, they found it took longer than they had anticipated.28 Although influential in its day, Law's method was never revised or reprinted.
By the end of the first quarter of the nineteenth century, the debates over the suitability of organs in worship had generally ended. A new body of writings appeared: suggestions for the role of the organist and complaints about how the instrument was being used.29 In 1822, Thomas Hastings wrote a notable treatise, Dissertation on Musical Taste, which raises some important considerations in these areas. Hastings concludes that the organ is a useful accompanimental instrument when played skillfully, which apparently was not the case very often. He goes on to make a plea for the proper training of organists by quoting the Bible: he cites the psalmist's charge to "play skilfully [sic]" as well as a passage where the chief of the Levites "instructed in the music because he was skilful.[sic]"30 This treatise is interesting from several aspects. First, it indicates that the focus at this point was still on accompanying rather than solo playing. Second, it shows the progression in acceptance of the organ. In earlier years, it was common practice to quote scripture in defending the use of organs themselves, while this treatise takes this technique a step ahead and applies it to organist education.
Hastings makes two other thought-provoking comments. One is an elusive remark that "printed instructions are readily obtained"31 on the subject of style in instrumental music. Since this comment follows the section discussed above on the necessity of training for organists, it would be interesting to know what sort of "printed instructions" Hastings is addressing.
The other intriguing comment has to do with Hastings' disappointment in the effect achieved by instrumental accompaniments. He suggests that perhaps organists should only perform pieces they can play easily, and then wonders how much their abilities should be "heightened by cultivation."32 Hastings clearly emerges later as a champion of organist education. However, his comment raises the possibility that the lack of native organ instructional materials in the first part of the nineteenth century may have been due at least in part to a lack of interest in having organists develop a more advanced technique unnecessary for accompanimental duties.
The next organ "method" to appear was Instructions in Thorough Base; Being a New and Easy Method for Learning to Play Church Music upon the Piano Forte or Organ, published in 1844 by Artemas Nixon Johnson (1817-1892). Johnson was a well-rounded musician: a European-trained theoretician, music educator, music publisher, and a practicing church musician, principally at the Park Street Church in Boston. Johnson's wide array of instructional materials were based on the principle of "learning by doing."33 In the introduction to Instructions in Thorough Base, Johnson states that "this book is, strictly, an instruction book in the art of playing Church Music."34 Johnson presupposes that the student will be "acquainted with the Elements of Music, . . . and also know at least enough of the Piano Forte, to be able to find the letters readily."35 The book contains forty lessons followed by nine "miscellaneous examples", with explanations of the exercises in the back of the book (in case the book is used without a teacher). Aside from Johnson's own exercises, the music includes exercises by Lowell Mason and German chorales, which Johnson recognizes as "some of the most difficult exercises."36 The lessons train organists to accompany not only psalms and hymns but also anthems, thereby going one step further than Law's method. (See Example 2 for a lesson and its accompanying instructions).
Johnson's "thorough base" method apparently answered a need which had developed since the tune books of Law's day which often used symbols and solmization syllables.37 All tune books by this time used normal musical notation for the vocal parts, and many added a figured bass accompaniment which was optional. One tune book, however, notes in the introduction that,
Instead of a figured bass, the music has all been carefully arranged for Organ or Piano-Forte, from the conviction that many performers on those instruments have not had the opportunity to perfect themselves sufficiently in the science of music, to play the harmony with facility, even of plain psalmody, from figures.38
Like Law's method, Johnson's approach was claimed to be fast and effective. George Root testifies that he started using this book after only two weeks of organ lessons, and that he was able to begin playing for prayer-meetings immediately.39
By the middle of the 19th century, then, the primary responsibility of a church organist was still to accompany choral and congregational singing. Thus far, however, the materials examined have been "methods" which have addressed specific basic techniques of reading music without exploring any other aspect of how to accompany.40 The several books on sacred music in the United States (principally histories) which appeared around the middle of the century are full of suggestions. For example, Nathaniel Gould (1853) speaks at length of the responsibilities and problems of accompanying the choir or congregation in hymns and psalms; he says that organists are successful in this when "instead of placing the crash of the organ before the voices, and obliging them to fight their way not with but after them, the organ lays a foundation, and sustains the harmony, and even seems to assist them in speaking and giving expression to words and sentiment, altogether making a solid body of harmonious and devotional sound."41 This section emphasizes not only the necessity for the organist to play in such a way technically that his hands stay together and he is with the congregation rather than ahead of them, but also the importance of the interpretation of the hymn text.
Gradually, toward the middle of the nineteenth century, sources finally appeared for the organist which provided instruction in aspects of church music beyond reading notes. The first of these publications was Church Music, consisting of New and Original Anthems, Motets and Chants, for Public Worship (1831), by Charles Zeuner, a well-known organist in Boston and Philadelphia. As its name suggests, this book is a collection of vocal music, but it includes a lengthy and cleverly-written Preface. Although the majority of the text is devoted to vocal music, Zeuner also makes some comments on organs and accompanying rules for organists. His approach clearly contends that the organ is subservient to the singers. For example, he cautions the organist not to hold out the final notes of a piece longer than the singers do:
On the contrary, it must stop a little before, in proportion as the final notes or chords are longer or shorter, playing, where there are long or final rests or pauses, the bass alone--perhaps an octave lower--in order to give opportunity for a display of the voice.42
Zeuner was a pious Lutheran concerned with establishing a more pure style of church music. One Boston magazine wrote of him in 1840, "he has contributed materially toward elevating our style of church music by his publications."43 It is significant that his instructional comments for organists appear in the Preface to one of his vocal collections and make no mention of any other purpose for organs beyond accompanying, although he does advocate the installation of larger and better organs. Zeuner did publish collections of his own organ voluntaries for service use, although these books contain no Prefaces.
In 1845, Thomas Loud published an important method which details the breadth of his concerns in its lengthy title: The Organ Study: Being an Introduction to the Practice of the Organ; together with a collection of Voluntaries, Preludes and Interludes, original and selected; a Model of a Church Service; Explanations of the Stops and their Combinations; Studies for the Instrument; and Examples of Modulation intended to aid the Extempore Student; accompanied by An Engraving and description of the Mechanical construction of the Organ. Loud describes himself as the "Organist of the St. Stephens Church, and until recently, Organist of St. Andrews Church."44 After providing some basic information on the organ, Loud discusses how to accompany singers before moving into the more technical aspects of his method, reflecting the continuing importance of this topic. He provides specific instruction on stops to be used, emphasizing that "the organ is the accompaniment, not the principal in vocal music."45 His general accompanying guidelines are particularly interesting; he explains how the previous practice of introducing a chant, psalm, or hymn with a "shake" (trill) is now out of style. Instead, organists are urged to " . . . close the prelude or interlude with the final chord, and then lead up, from the bass note, the first chord of the tune (the voices falling in when the chord is full) . . . "46, reversing this process at the end. This concept is exemplified in Loud's "Model Service for the Episcopal Church," which includes voluntaries, chant accompaniments, psalms, hymn tunes, introductions, and interludes, along with some notes on their proper performance. (See Example 3.) Loud's method will be discussed at greater length in the next article in this series.
A final significant book of the mid-nineteenth century in linking the role of the organist to instructional materials is American Church Organ Voluntaries, published originally in 1852 by A. N. Johnson. Johnson wrote some of the compositions in this volume and an introduction on the church music and organs of his time, as well as editing and publishing it. Thus, this anthology is significant both for being the earliest anthology of organ music compiled by a native American, and the earliest published by an American.47 In addition to Johnson's important commentary which touches on a variety of topics related to the church organist, the collection contains opening and closing voluntaries for service use. Johnson was noted for his American bias and rejection of European influences,48 thus making his volume an excellent source for studying the relationship between theory and practice in the role of the American organist. It is also important because it is the first book of American organ repertoire with instructions for the organist, rather than being a vocal collection or accompanimental manual.
Cutler and Johnson address the subject of hymns and accompaniments briefly in their "Remarks". They comment that "the organist should watch carefully the varying sentiment which the different stanzas of the Psalm or Hymn express, as by want of attention in this respect, all efforts on the part of the singers to give an appropriate rendering of the music, will be unavailing."49 Their emphasis, then, is not on the technical aspects of hymn-playing, but rather the interpretive aspects. According to Stephen Pinel, this concern with the texts reflects a very American aspect of this volume, since Europeans of this period were noted for their secular approach to music during the Mass.50 It also implies a spiritual or ministerial facet of the role of the organist in the interpretation and illustrating of texts.
The concern for the integrity of the hymn is carried over into Cutler and Johnson's comments on hymn interludes, which they say should "partake of the general style of the tune to be sung."51 They give specific instructions for the length of interludes (they should be as long as the last line of the hymn), so that the congregation does not lose the rhythmic connection to the rest of the hymn. Although there were no examples in the main body of Cutler and Johnson's American Church Organ Voluntaries, there are some sample interludes by John Zundel in an advertising section in the back of the book, added in the 1856 edition. These interludes are generally 4, 6, or 8 measures long, and most begin with an anacrusis. Several are unusual in that there is a sudden stylistic change in the middle, combined with a change to a solo registration featuring an hautbois or flute melody. One can only presume that these were justified as a transition between verses with different textual meanings.
The admonishing comments by Cutler and Johnson regarding hymn playing were apparently warranted in view of practices which were developing into problems. For example, a worshipper in 1835 described the problems with lengthy and highly-embellished hymn introductions by saying that "I have often seen persons, who were in the habit of singing in church, shut up their hymn book, supposing some new production was to be performed, though in fact they were perfectly familiar with the air."52 He goes on to add that by the time the congregation figured out the tune and started singing, it was time for the interlude, which was equally showy and often included a modulation, so that the congregation did not want to start singing again and interrupt the organist.53 Episcopalian writings from Hopkinson's letter of 1786 to "Suggestions for Congregational Singing" included in The Tune-Book of 1858 include allusions to this problem,54 and Thomas Loud's "Model Service for the Episcopal Church" of 1845 offered examples of short, proper interludes. Interlude abuse was apparently very widespread.
Oddly enough, one of the best instructional sources for playing interludes is not a method or collection for the organist but another mid-century book, Our Church Music: A Book for Pastors and People by Richard Storrs Willis (1819-1900). Willis describes specific ways in which interludes were abused in his chapter on "Mutilation of Hymns". He goes on to make specific suggestions for playing formal interludes, relating to the use of keys, cadences, etc.55 Although his language is not extremely technical, it clearly uses more music theory terms than the "pastors and people" would generally understand.
The basic issue underlying the complaints about hymn interludes and introductions was the tendency to showmanship on the part of the organist and its appropriateness in church. This problem will be discussed in more detail in Part Two, when the rise of solo playing brings this issue to the forefront.
The earliest history of organists in the United States, then, is principally that of accompanist to congregations and choirs, with some opportunities for personal expression in the hymn interludes. This was due not only to the slow approval of organs, but also the instruments themselves, which were generally quite limited in their dimensions. The format of the earliest materials allowed them to be self-taught, reflecting the interest in developing a number of organists as quickly and easily as possible. Despite this intent, most organ training was apparently done in private lessons, using either the few available American materials or imported methods. The increasing popularity of organ playing, however, is illustrated by the documentation that some private religious schools (at least Episcopalian ones) were beginning to include organ instruction as part of their curriculum.56 As the interest in organ playing grew and the basic skill level of organists improved, there was also a rising concern in educating organists to recognize their role in the church as interpreters of the texts they were accompanying, as reflected in new educational materials which were textual rather than (or in addition to) technical. In the transition which occurred near the middle of the century from basic note-reading approaches to more sophisticated interpretations of the organist's role, a new epoch in the position of the organist and in church music in general was beginning.
Notes
1. Nathaniel D. Gould, Church Music in America (Boston: A. N. Johnson, 1853), p. 168.
2. Robert Stevenson, Protestant Church Music in America (New York: W. W. Norton & Company, 1966), p. 49.
3. William Harrison Barnes and Edward B. Gammons, Two Centuries of American Organ Building (Melville, New York: Belwin Mills, 1970), p. 9.
4. Barbara Owen, The Organ in New England: An Account of its Use and Manufacture to the End of the Nineteenth Century (Raleigh: The Sunbury Press, 1979), p. 4.
5. Gould, p. 174.
6. Orpha Ochse, The History of the Organ in the United States (Bloomington: Indiana University Press, 1975), p. 107.
7. Gould, p. 206.
8. Louis C. Elson, The History of American Music (New York: MacMillan Company, 1915), p. 25.
9. Byron Adams Wolverton, Keyboard Music and Musicians in the Colonies and United States of America before 1830 (Ann Arbor, Michigan: University Microfilms Inc., 1967), p. 436.
10. Henry C. Lahee, The Organ and Its Masters (Boston: L. C. Page & Company, 1927), p. 245.
11. Barnes, p. 8.
12. Ralph T. Daniel, The Anthem in New England before 1800 (Evanston IL: Northwestern University Press, 1966), p. 30.
13. Thomas Mace, Musick's Monument (London: T. Ratcliffe and N. Thompson, 1676), pp. 9-12.
14. John Newte, "Preface" to Henry Dodwell, Treatise concerning the lawfulness of instrumental musick in holy offices . . . (London: printed for W. Hawes, Henry Clements, and W. Burton, 1700), p. 2.
15. Ochse, p. 45.
16. George Hood, A History of Music in New England: with Biographical Sketches of Reformers and Psalmists (Boston: Wilkins, Carter and Company, 1846), p. 57.
17. Owen, p. 5.
18. Hood, p. 154- .
19. Frank Metcalf, compiler, American Psalmody, or Titles of Books, Containing Tunes Printed in America from 1721 to 1820 (New York: Charles F. Heartman, 1917), introduction.
20. Daniel Bayley, A New and Compleat Introduction to the Grounds and Rules of Musick, in two books (Boston: Thomas Johnston, 1766), p. 24.
21. Thomas Walter, Grounds and Rules of Music Explained . . . (Boston: J. Franklin, 1721), p. 1.
22. Francis Hopkinson, "A Letter to the Rev. Doctor White, Rector of Christ Church and St. Peter's on the Conduct of a Church Organ" (1786) in Ochse, p. 427 (Appendix).
23. Jane Rasmussen, Musical Taste as a Religious Question in Nineteenth-Century America (Lewiston, New York: Edwin Mellen Press, 1986), "Notes", Chapter One, #47, p. 466.
24. Russel N. Squire, Church Music (St. Louis, MO: The Bethany Press, 1962), p. 220.
25. Andrew Law, The Art of Playing the Organ and Piano Forte, or Characters Adapted to Instruments (Philadelphia: Jane Aitken, 1809), p. 5.
26. Samuel Worcester, An Address on Sacred Musick, delivered before the Middlesex Musical Society and the Handel Society of Darmouth College . . . (Boston: Manning & Loring, 1811), p. 21.
27. Andrew Law, Essays on Music (Philadelphia: "printed for the author", 1814), p. 20.
28. Gould, p. 180.
29. It is interesting to note that this is about the same time that Francis Hopkinson's letter, dealing with these issues, was printed for public use.
30. Thomas Hastings, Dissertation on Musical Taste; or General Principles of Taste Applied to the Art of Music (Albany: Websters and Skinners, 1822), p. 80.
31. Hastings, p. 81.
32. Hastings, p. 62.
33. Jacklin Bolton Stopp, "A. N. Johnson" in The New Grove Dictionary of American Music, Volume Two (E-K), ed. H. Wiley Hitchcock and Stanley Sadie (London: MacMillan Press Limited, 1986), p. 576.
34. A. N. Johnson, Instructions in Thorough Base; being a New and Easy Method for Learning to Play Church Music upon the Piano Forte or Organ (Boston: George P. Reed, 1844), p. iii.
35. A. N. Johnson, p. 86.
36. A. N. Johnson, p. iii.
37. Some tune books in the late 1700's also used figured bass; see for example, Jonathan Benjamin, Harmonia Coelestis: A Collection of Church Music (Northampton: Andrew Wright, 1799).
38. Joseph Muenscher, "The Church Choir; A Collection of Sacred Music, Comprising a Great Variety of Psalm and Hymn Tunes, Anthems, and Chants Arranged for the Organ or Piano-Forte" (Boston: Oliver Ditson & Co., 1839) cited by Jane Rasmussen, Musical Taste as a Religious Question in Nineteenth-Century America (Lewiston, NY: The Edwin Mellen Press, 1986), p. 206-207.
39. George F. Root, The Story of a Musical Life (Cincinnati: The John Church Company, 1891), p. 10-11.
40. Francis Hopkinson touches on this subject. However, his letter was probably unknown outside of Episcopal churches, and there is no way of determining how widely it was read even within the Episcopal church.
41. Gould, p. 181.
42. Charles Zeuner, Church Music, c