The Leon reporter. (Leon, Iowa) 1887-1930, 1914-12-03
PRIVATE INSTRUCTION IN INSTRUMENTAL MUSIC
IN PUBLIC SCHOOLS.

(The following splendid paper was
read by Miss Georgia Gardner
! of Leon, before the music sec
ton of the State Teachers Associa-
ton held at Albuquerque, New Next
CO, last week. Miss Gardner is the
music supervisor of the public
schools at Tucumcari, New MexicO.)
This is subject which is being
widely discussed at the present time.
The questions being asked are: Does
music have value as a Fl. H. sub
ject?" IF SO, what are the creden-
tials to rank as such?' "Can we con-
slider it of sufficient value to be of
mental discipline?" "Can we con-
slider it enough of vocation to go
hand in hand with other vocational
that sense q
That music is a cultural subject,
believe, is universally accepted. That
ut is to be classed with other grade
and high school subjects on the basis
of mental discipline, shall try to
prove.
At present all of the older and
most of the newer states have music
as part of their grade curriculum;
either requiring certain knowledge
of the grade teacher herself that she
may be able to teach it theoretically,
at least, or having a supervisor to
plan the course and train the teach
ers for the work during her absence.
The elements and theory Of music,
sight reading, ear training, and part
work are taught; until, by the time
the high school is reached an ability
to read almost any interval in part
is quite possible. Where the music
course has been organized and care
fully systematized on such basis,
bringing out the artistic rather than
the theoretical side, training the ear
to appreciate and the soul to love
good music, it has always proven sue
cessful. Personally such a course
seems to be one Of fundamental val
ue, even in this day of wedding out"
and of the Survival of the fittest"
along educational lines.
if we can give credits in the grades
sight reading, why not allow credit
and more artistic sense to adapt
such knowledge, already obtained, to
the more practical usage of an in
strument For in this work he has
a more definite aim, a more concen
trated and systematic effort and a
much wider scope which would re-
quire a CORRESPONDENCE greater ex-
penditure of time. 1t is, of course,
presupposed' that certain amount
Of practice is required.
In cases where we have no music
in the grades, the same reasons pre- !
vail Only, we should go step far
Their and give at least, the same cred
it for individual instruction in both
high school and grades as we should
for class work in the grades. 4
Our subject as assigned to us, calls
for treatment of Instrumental
we shall probably emphasize the !
piano department, although the vio-
lin and other orchestral instruments |
could be taught successfully accord
ing to the same plan.
& Iii the first place, what does the
teaching Of the piano include? Sec
ond, what are it's ideals? Third, do
we derive practical benefit from il!
We. shall try to bring you our ideas
and experience upon the subject;
also, proof as to it's practical value.
We shall discuss the advantages of !
instrumental music in the public,
schools, together with general out
line of what we are attempting in
In the study Of the piano, a most |
essential factor is the systematic up
building of natural order of tech
mic, since out of this comes the pow
er to express ones musical thoughts
and artistically. The
most difficult passage may be worked
out by the student himself, if his
early training has been under a COM
petent and thoroughly progressive
instructor. But a technic alone is in
sufficient, although it must be the
upon which we build. A
love of music must be instilled a
rhythmic sense be trained and gem
eral knowledge of music be taught,
to make a child musician rather