The traitziq of the teachercomprehensive. Future music teachers thus gain a clearer idea of the
social role they will be able to play; they discover their responsibilities
in this sphere, as well as the personal pleasure which they can derive
from their chosen calling.
We have, then, a combination of three factors : individual training,
intended to develop the student teacher’s personality and his ability
to exert an influence; professional training, essential for the develop-
ment of his qualities as musician and teacher; and a general cultural
training, which cannot fail to broaden his horizon and thus render his
teaching more realistic, vivid and effective.
A music teacher who has received such training and is sent to a rural
primary school will, we feel, be equipped with the necessary tools.
He will have acquired at least some knowledge of how to teach; and,
from his study of the great achievements of the human genius, he will
have enriched the storehouse of his mind, and developed enthusiasm,
in sufficient measure to ensure that he succeeds completely in the
accomplishment of his task.
[Trundated from the French]
THE TRAINING OF TEACHERS
FOR MUSIC IN THE RURAL SCHOOLS
OF THE U.S.A.
by
Harry R. WILSON, Professor, Teachers College, Columbia University, New YorkTo discuss music in the rural schools of the United States, it seems to
me that it will be necessary to point out, first of all, the general philo-
sophy that pervades the teaching of all music in our country, and then
to give a picture of the type of rural schools which exist. With this
background, the nature of the musical activities and the type of teacher
necessary to carry them on can be better understood.
There are two aspects to the general philosophy of teaching music
in our schools at all age levels. The first premise is based on the idea
that all children attending the public schools have an inherent right to