A Biography of Lowell Mason: The Father of American Music Education

by Dr. Michael Pratt

            Lowell Mason, who many people regard as the father of public school music education, was born in Medfield, MA on January 8, 1792 into a musical family. Both of his parents sang in their church choir and his father played the bass viol. At a young age Lowell learned to play several instruments, attended a singing school taught by Amos Albee and studied composition with composer Oliver Shaw. At the age of 16 he became the choir director of his church choir and two years later directed the Medfield town band.

            At the age of 20 Lowell moved to Savannah, GA (exactly why is unknown) where he worked and later became partner in a dry-goods store. After his partner’s death in 1817 Lowell became a successful banker. All-the-while pursuing a living, Lowell continued his musical career. Having led singing schools in Savannah, Lowell became choir director in 1815 of the Independent Presbyterian Church and five years later its organist. Establishing himself as a leader in his community Lowell was Sunday school superintendent at his church from 1815 to 1827 and, in 1826, opened the first Sunday school for black children in America. In 1818 Lowell was the founder of the Savannah Missionary Society.

            During this time Lowell continued to develop himself musically by taking composition lessons from German-born Frederick L. Abel who had immigrated to Savannah in 1817. Using as his model a collection of hymns set to tunes of Mozart and Haydn by William Gardiner entitled Sacred Melodies, Lowell set about writing his own collection of hymns (also set to tunes of famous composers) under the guidance of Abel. Rejected by publishers in Philadelphia and Boston, Lowell submitted the collection to Dr. George K. Jackson, organist or the Boston Handel and Haydn Society, who published the collection as The Handel and Haydn Society’s Collection of Church Music in 1822 without Lowell’s name as author (it was his wish to remain anonymous as a musician since his profession at the time was that of banker).

            To Lowell’s amazement his collection of hymn tunes became an instant hit (eventually encompassing over 20 editions and selling over 50,000 copies, an astonishing feat in those days). With this success Lowell negotiated positions as music director at three churches in Boston and returned there in 1826 (although still keeping his job as teller at the American Bank). Eventually the reputation of Lowell’s choirs at these churches grew to national proportions and in 1827 he revitalized the Boston Handel and Haydn Society as its president and musical director, a position he held until 1832 when he decided to devote himself to teaching. In 1829 Lowell compiled what is believed to be the first collection of Sunday school music entitled The Juvenile Psalmist and in 1831 followed that with The Juvenile Lyre a collection of school music for children. During this time he gave children’s vocal music classes at his churches, gave numerous children’s concerts, and started teaching music in private schools. About the same time a resolution was presented to the Primary School Board of Boston to introduce the systematic instruction of vocal music in the public schools. Apparently no action was taken and the matter was dropped.

            Agitation continued for the inclusion of vocal music in the public schools. Finally, to promote music education for the masses (as opposed to the “talented few”), in 1833 Lowell, George James Webb, and Samuel A. Eliot (among others) established the Boston Academy of Music to promote the art of singing, raise the standards of church music, and to promote the introduction of music education in the public schools. The academy was immediately successful and by its second year had enrolled over 3000 students. It offered vocal and instrumental instruction, developed both choral and instrumental ensembles, and gave public concerts (among them the first American performances of Beethoven symphonies). In 1834 Lowell published The Manual of the Boston Academy of Music which was an edited translation of G. F. Kuebler’s Anleitung zum Gesang-Unterrichte in Schulen (Stuttgart, 1826). This book, supposedly based on Pestalozzian principles, was used for many years by music teachers.

This book espoused seven principles of music education. The last principle, “To have the names of the notes correspond to those used in instrumental music”, was to have a profound impact upon American music. Prior to this time music in American was characterized by the music of composers like William Billings, Daniel Reed, and Justin Morgan who did not conform to the rigid European “rules of composition” but rather made free use of counterpoint and dance rhythms coupled with loose harmonic rules. This vigorous type of music coupled with “sacred harp” or “shape note” singing became an important part of early American music. Lowell Mason headed a movement labeled the “Better Music Movement” whose goal was to eliminate this type of music (which they regarded as “crude and lewd”). As a result of these efforts the music of original American voices like William Billings was largely suppressed. Many scholars while conceding Lowell Mason’s position as the “father of music education in the public schools” wish that his approach had been different.

Four years after the initial resolution to introduce vocal music into the Boston Public Schools, a special committee of the Board prepared a report to the full Board (based on a memorial from the Academy of Music) which recommended the inclusion of vocal music in the curriculum or the public schools of Boston. It is interesting to note the basis for the recommendation. “Let music be examined by the following standards – 1) Intellectually, 2) Morally, and 3) Physically” (this standard is especially interesting in that vocal music would “expand the chest and thereby strengthen the lungs and vital organs”). No mention of musical standards, aesthetic worth, or even why music is important to our lives. In 1837 Lowell Mason (volunteering his services and supplies) was accepted as the first music teacher in a public school in America in a one year experiment at the Hawes School of South Boston. There were exhibitions from time to time in 1838 at the Hawes school which satisfied the overseeing committee to the extent that in August, 1838 the school board passed a vote to the effect of establishing that vocal music would be taught in all the public schools of Boston. In its annual report of 1839 the Boston Academy of Music referred to this vote as the “Magna Carta of musical education in this country”. Lowell Mason was placed in full charge of the Boston Public School music program, a position he retained until 1841 when he retired to pursue composition and traveling.

Lowell traveled to England, Germany, Switzerland, and France meeting with many European musicians and educators. After returning to American he made New York his business headquarters and maintained an estate in Orange, NJ. His later years were occupied with occasional teaching and with publishing numerous articles and books. Among his more popular hymns were “Joy to the World”, “Nearer my God to Thee”, “When I Survey the Wondrous Cross”, and “My Faith Looks Up to Thee”. In 1855 Lowell was awarded an honorary doctorate in music from Yale University to whom he later gave his vast collection of books and music. Lowell Mason died August 11, 1872 in Orange, NJ.

Copyright 2010 by Pratt Music Co.

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