New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1914-10-11

;t,it.d ,Itulu the ranks of the teach
crs themselves. II breaks out, period
ically, at their conventions, in the form
Of addresses, discussions and rcsolu-
tons, all OF which lead, step by step,
to point where the much needed re-
form" is TO be practically applied. The
Torment thus created in behalf OF the
good cause is, furthermore, followed
UP by able and convincing articles IN
the musical journals. But, apparently,
these efforts seemed equivalent to-
leading a horse to drink" with the
rroycrbil result The. original agita-
tors became utterly discouraged, and
then others, profting by the errors of
the past. took up the struggle with
fresh enthusiasm.
At present, the again revived efforts
for standardization are more full OF
promise because the subject is no
longer new one, so that the principles
involved have sunk deeper, not only
into the mind OF the average music
teacher but TO some extent into the
understanding by the general public:
1t is here that strong hope Is held
TOR farrcaching results.
The parents and guardians, as well as
school principals, who engage music
teachers, should be Informed in regard
TO the standard requirements Of music
teaching An occasional published list
OF such requirements. we'll brought 10
pOtice, is then a welcome revelation.
Conventional ways of deciding about
a music teacher are: Finding out who
is teaching Jones's children. because
"thcy play such pretty pieces; asking
the music clerk for the address of
good teacher with moderate charges;
hearing professor Blank play some
loud and difficult" pieces. and consId-
erng il a great favor that he consents
to teach their darlingS; or having some
young woman from the reighbOrhood
ciTer her services at - cents a lesson,
but the next day another neighbor
agrees 20 teach the children for 30
cents lesson and is engaged.
There are many who look up the mu-
steal advertisements in the daily
papers. send request for terms and
other information to every one on the
list and decide in favor Of the most
alluring literature. combined with the
lowest terms OF course. most parents
want the best available teacher for the
lowest possible terms, While the teach
,rs considering themselves perfect III
their methods, are eager TO get as high
Il price rs possible.
Music lessons range from % cents
an hour to about SO half hour.
While anything less than 81 an hour
SuackS of sweat shop" wages. zee Of
more than So for "A half-hour's lesson
seems extreme. except in the case of
IN "artist-tcacher" of the very highest
;opute. who, being overrun with pupils,
makes his terms correspOrdinglv pro-
hibtivc. Those that cannot afford his
prices may console themselves with the
conviction that great reputation
alone does not assure highest eff
cheney Some teachers gain high re-
pute throug one or two very talented.
industrious and faithful pupils, while
other teachers. not so well kno m, but
much better equipped as to knowledge
and teaching ability. although not hav-
ing the good fortune TO count among
their pupils any remarkable talents.
Can probably show a much higher aver
age of attainment.
The student who knows that he is
talented becomes wary of his artistic
progress. Maybe he is deserving the
better teacher to 90 to more famous
one,
Such state of restlessness and un-
certainty is largely attributable to the
lack of a reliable criterion for Judging
the competency of music teacher
Most people are accustomed to Judge
by personal impressions, hearSay or
cuesswork. Now. if all teachers before
being engaged were required to show
credentials. certificates or diplomas from
some institution of learning or from
private teacher OF acknowledged
standing as TO tested and proved abl-
ity, music students or guar ilans of
younger pupils would but need to look
al these credentials.