Historical studies in this issue reveal once again the complex nature of music education in its various sociocultural and pedagogical contexts. Paul Sanders presents a second article on the role of music in the advancement of the temperance movement in late nineteenth-century America. He points to the neglect of research of singlevolume songbooks published in this time period, with the focus instead on graded music series. Although addressing an earlier decade in the nineteenth century, Linda Hansen contributes one such study on Asa Fitz’s collection, School Songs for the Million! Furthermore, Hansen adds to the scholarship on alternate notation systems in the nineteenth century through examination of Fitz’s “new system of figured music.” Sanders also recommends that the temperance movement be studied in international contexts. Such scholarship will deepen understanding of the role of music in society, providing insight into the relationship between social reform, music in schools, and the development of moral character. In keeping with the goal of internationalizing the content of the journal, this issue includes Rosemary Golding’s article on institutional reform in higher education at the Royal Academy of Music in London in the mid nineteenth century. The article demonstrates how a historical case study can serve not only to document the philosophy and curriculum of one institution but also to identify sociomusical values and developments in the nation at large, and beyond to continental Europe. In addition to expanding the geographical boundaries of studies published in the journal and working toward a more inclusive historical narrative reflecting diverse social and cultural groups, it is important to revisit the canon of literature in music education history, look beneath the surface, walk on well-trodden pathways, and ask new questions. Julia Chybowski’s article on Frances E. Clark and the “business of music appreciation” in early twentieth-century America represents a new perspective on the contributions of this extraordinary music educator. The vantage point Chybowski chooses locates Clark and her work and achievements in the environment of music industry. She excavates interesting terrain leading to a more nuanced understanding of Clark’s motivation and influence. It is a privilege to serve as journal Editor—to witness the publication of historical studies that can unsettle the canon of “truths” we live by, that reveal new and more inclusive views of music education in various historical time periods, and that expand the body of comparative scholarship. Thank you to authors in past and present issues for creating compelling historical studies to inspire a new generation of scholars to engage in and contribute to this vital landscape of music education research.

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社论

这个问题的历史研究再次揭示了音乐教育在其各种社会文化和教学背景下的复杂性。保罗·桑德斯 (Paul Sanders) 发表了第二篇关于音乐在推动 19 世纪后期美国禁酒运动中的作用的文章。他指出这一时期出版的单卷歌集的研究被忽视，而是专注于分级音乐系列。尽管针对 19 世纪早期的十年，琳达·汉森 (Linda Hansen) 对阿萨·菲茨 (Asa Fitz) 的收藏集《百万校歌》贡献了一项这样的研究！此外，汉森通过检查菲茨的“新图形音乐系统”，增加了 19 世纪替代符号系统的学术研究。桑德斯还建议在国际背景下研究禁酒运动。这种奖学金将加深对音乐在社会中的作用的理解，深入了解社会改革、学校音乐和道德品质发展之间的关系。为了实现期刊内容国际化的目标，本期收录了罗斯玛丽·戈尔丁 (Rosemary Golding) 关于 19 世纪中叶伦敦皇家音乐学院高等教育机构改革的文章。本文展示了历史案例研究如何不仅可以用来记录一个机构的哲学和课程，还可以用来确定整个国家乃至欧洲大陆以外的社会音乐价值观和发展。除了扩大发表在该期刊上的研究的地理边界并致力于反映不同社会和文化群体的更具包容性的历史叙事之外，重要的是要重新审视音乐教育史上的文学经典，深入了解表面，走得更远- 走过的道路，并提出新的问题。Julia Chybowski 关于 Frances E. Clark 和 20 世纪早期美国“音乐鉴赏业务”的文章代表了对这位非凡音乐教育家的贡献的新视角。Chybowski 选择的有利位置将克拉克和她的工作和成就定位在音乐产业环境中。她挖掘了有趣的领域，从而对克拉克的动机和影响有更细致的理解。担任期刊编辑是一种荣幸——见证历史研究的发表，这些研究可能会扰乱我们赖以生存的“真理”正典，揭示不同历史时期音乐教育的新的、更具包容性的观点，并扩大比较学术机构。感谢过去和现在问题的作者创造了引人注目的历史研究，以激励新一代学者参与音乐教育研究的这一重要领域并为之做出贡献。