MUSIC IN THE SCHOOLS

Press, Volume LXIX, Issue 20986, 14 October 1933, Page 8

MUSIC IN THE SCHOOLS

EFFECT OF GRAMOPHONES AND WIRELESS SUCCESS OF CHILDREN'S BANDS Some of those whose work brings them into close contact with music in the schools have long since' realised that there is a desire in human nature which will always militate against a complete domination of the musical work! by the gramophone and by wireless, says an editorial in the latest number of "Music in New Zealand." This is the desire to "do things for one's-seK." hi the case of sport, this characteristic is a strong antidote to professionalism (with its essential demand for huge crowds of passive spectators). Young people especially prefer as a rule to play a game rather than to watch it; and we applaud such an attitude even when the standard of play is mediocre. It is probable that it would be difficult to find a single school teacher who would discourage a boy from playing a game of football merely because he will never become an expert. Even more difficult is it to imagine a teacher recommending such a boy to spend his time watching others play—except very occasionally and merely as an encouragement for the boy's own efforts.

We are passing through a period of "professionalism" in music. In much the same way that huge crowds get their sport at second-hand by watching games, so an incomparably larger multitude of people gets its music by the passive act of hearing Cthough it is true that some a]-=o listen), ft is not necessary here to discuss the manner in which this development of musical "professionalism" is adversely affecting music-teachers, publishing firms, and even the gramophone companies and broadcasting organisations themselves: nor is it necessary to discuss the almost "defeatist'' attitude which many have adopted towards the whole of this modern development. We simply desire to point out that—as in sport, so in music—a passive attitude is contrary to ordinary human nature. . . . . Progress of Pupils. In the first place, music teachers must'realise that countless boys and girls who, for various reasons will never progress with the pianofoi'te will almost certainly do so with, some other instrument. It may be that, by studying other instruments, they are enabled to play in "groups," or it may be that satisfactory results may be obtained more quickly by studying certain other instruments. Whatever the cause, there is absolutely no doubt that as soon as a military band, brass band, or orchestra is organised in a school on a satisfactory basis the boys and girls will flock in almost embarrassing numbers to join it. To those who have had real experience in such work, it is obvious that such musical organisations are an aosolute essen tial in every school if deleterious factors in our modern musical life arc to be minimised. . . . If the money spent in recent years in -'plugging" so-called "song-hits" had been spent "in furnishing schools with band instruments and copies of real music, the business houses and the music teachers might have peen in a better financial position to-day. lhat is of course nutting the basest motive first. When the cause of music: itself in home, the school and the community generally is considered, the result for good would be very farreaching.