The Ocala evening star. [volume] (Ocala, Fla.) 1895-1943, 1922-06-13
PUBLIC SCHOOL MUSIC
IN TIE SOUTH
Paper by Miss Marie Robertson,
o. H. S. Graduate 1922

o. H. S. Graduate 1922
Although music is one of the last
subjects to be introduced into the
public schools of America, it is one of
the most important of subjects, and is
related to all other subjects in some
way. In "Shackled YOUTH" Mr.. Ed
ward Yeomans says, "The most i'm
portant subject in the school curricu-
lum is music" 1t has one great dis
tinction among the public schools. 1t
is the only thing we have that teaches,
in practical way, one of our greatest
needs in our community and national
life. This unique quality is that it
teaches and practices team work, and
the place of the individual in the
group action. Also it teaches commu-
nifty of interest and combination for
result. In choral music the child con-
centrates not upon his own personal
gain, but works hard that his efforts
may, with the others, make a beautiful
whole. The music is the only thing
that teaches and practices community
of interest, and teaches the exact def
mite performance of definite work by
the individual to be a component part
of a greater whole. This one element
having greater place in the school
activities. Backward children who
were dull in all other subjects and
who totally lacked interest in their
school work have been known to i'm
mediately respond to rhythm. People
are also beginning to realize the cor
relation of music with literature. For
example, suppose class is studying
Shakspere's Midsummer Nights
Dream, music could very easily be
used to explain the whole story in a
way that will deeply impress it on the
minds of the class.
When we say public school music -
the minds of a good many people i'm
mediately jump to the idea that we
mean learning to sing a few songs.
But this is just what successful public
school music should not be. Some
schools think that if they have a
teacher to conduct the singing of a
chapel, and to direct an entertainment
once in a while, they have school
music, but this is very absurd idea
and is not correct at all. BY public
school music we mean special training
in sight singing, musical history, the
organization of bands, orchestras and
glee clubs for boys and girls, quartets
and part singing. They should be
trained to give performances of all
kinds. The musical library is also a
very essential part of the musical
course. Victrolas should be provided
with good records to acquaint the
student with famous and beautiful
works of good performers.
The people of the South are music
loving, that is, they love to listen tc
good music, but as a whole, they re-
frain from taking part themselves
This lack of participation was brought
about by the system of education
which has prevailed throughout the
South up to within the last twenty
years. Public high schools are still
not general and the whole question
of public school systems is just on the
verge of arriving. However, we pride
ourselves that the o. II. S. is one of the
most up to date schools in Florida
especially in music. The southern
people were of the aristocratic class
of men from England, and naturally
they patronized the private schools
An education was only for the rich
who could pay for it in England. AL
though the people of the South are a
thousand times more democratic than
that, still our democracy has not
reached the point of making all forms
of education the common property OF
the rich and poor alike. Comparative
IL few schools in the South have any
kind of public school music. In col
leges and universities music has q
hard time to even get room in which
to hold classes. There are, of course
many private colleges that have elab-
crate departments of music. In most