The Dominion TUESDAY, NOVEMBER 20, 1928. THE MILLS OF MUSIC

Dominion, Volume 22, Issue 48, 20 November 1928, Page 10

The Dominion TUESDAY, NOVEMBER 20, 1928. THE MILLS OF MUSIC

to base their courses of instruction o r ,i of Music in twn institutions the fact remains that so tar as inis oiuuuj WhikX” itseli may be a very good ’ ,S exammation system of the University. All that need be said in passing is that violates almost every principle of modern education in respect to he .“'Lent of ht.Luf capacity The music examination system repeats the faults of the other, with one exception, namely, that the viSting examiner at least sees the candidates when they come up for their The University candidate never sees his examiners. The advantage, however, is more apparent than real, and in no way affects the general argument against the system. , One of its results is that in a great many cases the teacher s capacity is judged by the number of certificates and diplomas gained by the pupils. In reality it is merely an index of coaching ability, not of teaching power. Again, it confines both teacher and pupil to a set course, for which neither may have any personal enthusiasm The danger is that in order to build up a connection, the teacher may be tempted to concentrate on examination work and neglect real teaching, while the pupil, driven through the various stages of his diploma course, not infrequently emerges from the mill a well-trained musical automaton and nothing more. . Many of these products of the examination mill, equipped with diplomas, become teachers themselves, and carry on the tradition of the external examination. Thus is created a vested interest in the system which makes reform very difficult of approach. All this is not to say that amongst those who must perforce subscribe to the system are not some excellent teachers, or that some very promising young musicians have not survived in spite of the system. It. would be strange, however, if these very teachers and pupils did not condemn it as a restricting and deadening handicap to real musical education. # ... Teaching is essentially a profession in which education is given through the most convenient points of . contact with the pupil. Personality, inspirational power, the ability to create and sustain enthusiasm, are factors which cannot be measured by examination results. To do his best work, the music teacher should be free to select the means whereby his pupil may be successfully led to a real and sound appreciation of music, and a sincere love of his art. The methods and syllabus which may suit one pupil may not suit another. It is for the teacher to discover and assess innate capacity, and form a sound judgment, by close study of his human subject, how this can be developed. He cannot do this if in order to earn a living he has perforce to keep on the arbitrarily selected groove of an external examination syllabus. An intellectual revolt by the music teachers against the irksome restraints of the system would be a very good thing. .