The Wolf Point herald. (Wolf Point, Mont.) 1913-1940, 1920-11-25

pal musical director. The communi
ty music movement is being strongl,
emphasized in Missoula. In thei.
first sing many people took part VIII
probably had not heard their owr
voice in song for years. In theil
second sing about 500 were turned
away from the overlooking hall.
Several large business firms, re,
aIizing that music is one of the most
potent factors in out-of-school de
velopment, have established music
groups among their employees.
Among the number are a Terre
Haute, Ind, department store, Mont
gomery-W Ward, Butler Bros, Wana-
makers, Marshall Field, Kansas City
packing houses, and, perhaps most
notable of all Sears, Robuck & Co.
In this company there is a band, or
chestra, women's chours and mems
chours. Weekly programs are given
at the lunch hour.
The community chorus is the out
growth of the old fashioned singing
school, and it attempts to make stan
dard choral works familiar. This
chorus work is primarily for men
and women who have no opportunity
for musical training. People of all
ages and stations of life are welcome.
The motto of the community chorus
is Everybody can sing, and if you
doubt it just come and try" There
is no voice testing for membership
or sight reading examinations. Those
participating may take any part or
sit where they wish. The technical
part takes care of itself. Printed mu-
sic is given out at the first meeting
and the musical symbols are quickly
understood. Songs especially fitted
for this work are rare. They must be
vital and grip both the singers and
listeners. The fundamental differ
ence between a community chorus
and other choruses is that the sing
ing in the former is not an end in it.,
self, but a means to an end. Commu-
nifty music is not a new type of mu-
sic in the sense that it has never ex-
isted before, but it is new in that it
for its purpose the brotherhood
If man. In other words community
music is socialized music.
Important Part of Education
No subject that can be placed in
he curriculum of the public school
ranscends the study of music. 1t is
vident that the public school can
OF meet the demand of the public
n regard to music, so the idea is
recognition that credit
hould be given by the school for
rivate lessons taken outside. This
Ian is being used successfully in
No one doubts the value of a
curse in literature because al, the
upiiS CdiIOG NC tduSuI " Wits
5ories or poetry, so the Importance
f music should not be deprecated
ecause all the students cannot be-
)me great performers. The time is
and is almost here when a
1owledge of the great musical mas
rpieces will be considered as essen
al to education as a knowledge of
,erature. Music is an important
lrt of everyone's education for it
aims the head, the hand and the
art. P. P. Claxton, U. S. Commits
Oner of Education, says: "After the
ginning of reading, writing, arth-
etc and geometry" President Ell
t, of Harvard, said: "No subject is
ore valuable for education; it de-
ands great concentration, its i'm
cultural value alone justifes
place in a school curriculum, and
social value is unequalled." The
'gan adopted by the National Mu-
Supervisors conference in 1919
ga child should be educated in
Isle according to his natural ca
at public expense, and this
should function in the
of the community" In view of
ese opinions, we may be sure that
ne day there will be all types of
lsical education in the public
Music has too long been on
aristocratic basis. The demo
ltic distribution of music through
!, public schools has been and is
behind that of other subjects. A
ltury ago the private tutor in other
ojects was passing away and class
thod coming into use. We are just
W beginning to apply class method
music instruction. In reality mu-
teaching should be as free as
thmetic teaching. 1t is the opinion
Ross L. Finney, assistant profess
of sociology at the University of
nnesota, that every child should
only learn to sing but every child