Evening star., 1951-06-17
News of Music
Teacher Shortage Hondicops 5-Point PIor
For Music Education in Public Schools
By Alice Eyersmon

s>sS
Eversmon
The insufficiency Of teachers
and the minimum time allotted
to music study are the first draw
backs. The ratio of instructors to
pupils in the elementary schools
is one teacher to $4,000 white
children. Approximately $4,000
colored children have none.
In the elementary schools a
teacher comes about once a month
for perhaps a half hour lesson.
Music appreciation classes in
Junior high schools are held only
monthly. No regular class time
has been assigned to the instru-
mental beginners instruction in
Junior high where the training for
orcheStraS or bands start.
Statistics given out by Paul De
Long Gable. head of the public
schools music department, lists 8
teachers for senior high schools,
"a for the junior high, s for the
elementary schools and II instru-
mental teachers for both Junior
and senior high school. The in
lstruments used in the school bands
are privately owned. none being
provided even on a rental system
Iby the administration. Some
schools have bought instruments
with money raised by staging plays
Ior operettas or from Parent
Teachers Associations endeavors.
Only a small amount of sheet music
is furnished, but music stands and
other equipment must be obtained
by other means.
IL Teachers, 10 Schools.
An instrumental teacher is as
signed usually Junior and
senior high school. In these he is
supposed to train orchestras and
bands. to instruct beginners and to
try to interest them in ensemble
playing. There are Z high schools
and IL junior high schools in the
city thus taken care Of by IL
teachers. Instrumental instruc-
tion in elementary schools is
practically nil, since the one
teacher doing duty in 66 white
schools cannot accomplish much.
Consequently. there is no thorough
preparation at the beginning,
or even in the junior high
schools, for the formation Of ma
terial for high school instrument
tai ensembles.
More attention is paid to sing
ing in both the elementary schools
and the Junior high schools. A
55-minute period in the latter
schools is divided between recrea-
tional singing, sight reading, re-
cordings and current events. Lu-
theirs Americans and Their
Songs" is one of the favorite text
books. The music appreciation
course takes up Instruments of
the Orchestra" in the IA classes,
Folk Songs" in 7B. Americans
and Their Songs" in ga, History
of American Music" in 8B, study
of the range, divisions and quality
OF soprano, tenor. baritone and
bass voices, illustrated by record
ings is followed in GA, and Sym
phony Orchestra and Conductors"
in Oh.
All senior high schools are
equipped with monographs and
these will be furnished the junior
highs also next year. With these,
the work of various artists is
studied, supplemented by readings
of books on music which are avail
able. An interesting experiment
was made this year by DR.. Carl
Hansen, associate superintendent
of schools in charge of elementary
education. Mr.. Gable and Wester-
velt Romaine, that may prove
revolutionary. Eight periods of
musical class instruction were
televised and watched by six class
rooms throughout the city with
television sets. It may well be
that television may solve the prob
lens in school music study, to
some degree at least.
Teachers Badly Needed.
Mr.. Gable has a five-point pro-
gram which he hopes to put into
operation throughout all the
schools. 1t will consist of sing
ing. playing, listening, rhythmic
and creative instruction. This will
not only cover all angles of music
but will serve to unearth special
talent in some one branch that
would not be discoverable in al
more limited plan. But what
the schools need badly are more
teachers, especially for instru-
ments. Requirements for tneI
posts are steep, however, necessi-
tating an ABB. degree for the
elementary schools and an MA.
Tor the senior high schools, be-
sides thorough courses in adoles-
cent psychology.
The good work that can be
done in music instruction in the
public schools is immeasurable.
But money is needed to accom-
plish it and the willingness of the
school administration to recognize
the need. No half-hearted meas
ures will do. The character
building powers of music at an
early age is known to science and
educators. 1t should be fully at
the disposal of school children
with the means at hand and the
encouragement to pursue it. AS
Mr.. Gable says, 1--WE cannot really
experience music by use of the