MihJ in education
organizing musical studies in the upper forms of secondary schools is
even more important. It is clear that a thorough musical education in
the elementary and the lower forms of the secondary schools must be
provided simultaneously, since only on such a basis is it possible to
develop musical education in the upper forms. I believe this problem
has already been solved in several European countries by the inclusion
of music in the regular curricula of all (or, at any rate, the upper)
secondary school forms.
The demand for the inclusion of music in the curricula of the upper
forms of secondary schools has aroused opposition, but it has also
obtained powerful support. Some oppose it because they believe in a
narrowly intellectual orientation and fail to recognize how much
youth stands to profit by the study of music. This opposition is un-
questionably out of date, resulting from hide-bound views of music
as a luxury, the exclusive domain of those few who-in their own
opinion-have a ‘vocation’ for it.
Opposed to this conception, we have the progressive outlook which
is in harmony with the new spirit of the age and says that music
should be taught throughout the secondary school period. After all,
it is precisely during this period that young people form their prin-
ciples, their outlook regarding the manifold problems born of the
progress of human culture and life itself. In this connexion I would
remind you of two important facts. For want of instruction in the
history of music at secondary schools, young people perforce remain
in ignorance of musical achievement in the world at large and still
more of their native musical heritage. This leads them to underrate
and belittle their native musical culture and gives them an immature
and biased notion of the great classics in music, in so far as they have
had the chance of knowing them at all. Secondly, let me point to the
increasing popularity of jazz with young people. I do not want to
enlarge upon this problem: we are all aware of it and are constantly
told how detrimental is its influence. But all this awareness will lead
to nothing but empty theorizing and wasted words until we can
effectively counterbalance the influence of jazz by making music a
compulsory subject at secondary schools. Schoolboys and schoolgirls
should learn something of the development of serious music and
become acquainted with its greatest achievements abroad and at home,
so as to have a chance of comparing those gems of art with their
popular jazz. There is no doubt that the sound foundation provided
by musical tuition at secondary schools will enable them to draw such
a comparison. It is equally certain that the decision will be in favour