Mu~ic education in the curriculumorganize a choir; and the chances of an instrumental concert are so
remote that they can be discounted.
In these circumstances, important contributions have been made in
certain directions. First is that made by the schools broadcasts of the
British Broadcasting Corporation, particularly in the two series, ‘Sing-
ing Together’ (in which children, without a teacher able to teach sing-
ing, are introduced to a catholic repertory of excellent unison songs)
and ‘Rhythm and Melody’ (in which a systematic attempt is made to
develop musical literacy and rural awareness). Those who have observed
such lessons in progress in the schools described can be in no doubt as
to their value, and the response of the children to their unseen teacher.
But the BBC would not intend its series to take the place of direct per-
sonal teaching where available. In Wales, of course, the language prob-
lem restricts the value of these broadcast lessons for the rural child
whose mother tongue is Welsh. Another approach to the problem has
occasionally been made by the appointment of a peripatetic teacher
by the local education authority. Such a teacher would visit a group
of rural schools in a given area each week. But this plan is not widely
used, and is open to certain obvious objections. If, for example, it were
to apply to every specialized subject in the curriculum (such as needle-
work, art, gardening) it would prove extremely expensive in relation
to the number of children taught. A third contribution takes the form
of organizing gatherings of children from such schools at some con-
venient point to sing together, or to hear suitable music, vocal and
instrumental, performed by professionals. A practical stumbling-block
is often to find a suitable assembly hall. It is not unknown, however,
for the clergy to permit the use of some of the fine parish churches of
the countryside for this purpose. The problems of transport and meals
for the children can be met by the wisdom and generosity of the local
education authority. Where singing is concerned, such festival gather-
ings are only possible, of course, amongst schools in which someone
can teach the music required; but where one or two diffident teachers
can be persuaded and then helped by visits from the music adviser of
the authority, a possibility that might not have been dreamed of can
be brought about. As with the BBC lessons, an observation of the
impact on the children of these festival gatherings for music-making
and hearing cannot fail to impress. But they are by no means simple to
undertake in rural districts.
Mention must be made of the larger school in an isolated position.
The organization of secondary schools at central points in very small
country towns, and attended by children over the age of 11 from