Getaeral expoJt?the profession) and in-service-training (after entering the profes-
sion) of the general elementary schoolteacher.- Increased attention to the importance of music education for ex-
ceptional children, including the physically handicapped, the men-
tally retarded as well as the gifted child. - Increased interest throughout the music education profession in the
United States of America of the importance and effectiveness of
music education in international relations and intercultural edu-
cation.
An indication of this trend is evident in school music repertory
programmes. Obviously European music has always been well
represented on our music programmes. Ten years ago you would
have seldom heard music representative of Latin America on school
programmes. Now music education performing groups play and
sing an abundance of Latin American music. Music also plays a
dominant role in United States schools which stress intercultural
education.
What has been the means wbereby such a higbh decentralixed music education
programme bas been brought into focus in order to present to the music educators
of the United States of America reasonable mi0 of purpose and action and
to ensure for them their position of prestige?
The foregoing are among the important trends and new trends of
music education in the United States of America. The continuing
thread throughout the development of these trends which has made
possible such a far-flung development for such a young profession has
been the professional organization, the Music Educators National Con-
ference. The MENC has been the proving ground for all that has
happened. This little commonwealth of music education has been built
up, sustained, and is being maintained in the United States of America
because there has been this vehicle of the professional organization
which has been created by the profession itself. The MENC has pro-
vided the music educators to whom the organization belongs, with a
framework and foundation on which to build their profession, their
professional practices and standards. It has been for them a symbol of
unity and authority which they and others have recognized.
Through the organization, and within the organization, the music
educators have worked out their differences. These varieties of tech-
niques, of materials, even of objectives, of which I have spoken, have
been thoroughly discussed, have been demonstrated year after year on