MUSIC IN THE CENTRALIZED SCHOOL.

No one questions any pupil's right to a development of all the powers he may have but one ability that has been given only slight attention in our rural schools is that pertaining to music. Little attention has been given to this matter not because school people have failed to consider musical ability as one worthy of acquisition but principally because of the fact that tradition has long established a precedent in developing in all pupils the same and equal capacities, those capacities that seem to be most common to all and which are generally considered most essential fundamentals in education.

In an effort to enable pupils to enjoy privileges to which they are entitled and to develop those special capacities which they may possess, the program of studies in our schools should provide for instruction in all those subjects which may have any vital relation to the development of a well rounded life. This is absolutely impossible in the one-room school. Not all pupils are musical minded, neither are all mechanical minded. Not all pupils can be expected to advance equally in school work whatever be their facilities for instruction. It is very important, therefore, that one or more capacities worthy of development should be given attention in the course of public school instruction. Every pupil has some special ability the development of which will determine his success in life. The centralized schools can not complete a product in any special line but nevertheless it can become an effective agent in enabling pupils to discover themselves and in developing to a certain degree appreciation for and desire to cultivate those finer traits in one's life which make living enjoyable.

Music in the rural schools in the past has been largely a hit or miss proposition consisting almost wholly of singing rote songs which in itself is useless in the musical development of the child and especially so when conducted by a teacher who has not had special preparation in the teaching of this art.

Centralization of schools has made competent supervision of instruction in music in a county possible. For instance, five centralized schools in a county may unite and employ a well trained and successful supervisor who can spend one day a week in each school. This has been done most successfully in Marion County. In addition to the regular work special recitals are given at different times during the year in each school and at least one entertainment by combining groups can be given at the county seat or some other centrally located point. In Marion County last year a Japanese Operetta, "Princess Chrysanthemum," was given in each of the schools under music supervision and later in the year this entertainment was given in Marion City by a group of about 150 of the best talent selected from the different schools. The success of this venture is evident by the following news items taken from the Marion Daily Star:

"The most pleasing presentation of the Japanese Operetta, "Princess Chrysanthemum,” was given at the high school auditorium last evening by pupils selected from the Martel, Caledonia, Pleasant, Agosta and Morre centralized schools. The operetta was presented under the direction of C. E. Green, Rural Supervisor of Music. An augmented orchestra accompanied the singers. The audience which greeted the performers was large and even standing room was not available. A thousand country people accompanied the boys and girls who took part in this entertainment to the performance in the city. Many city people also attended, notable among whom were members of the city board of education.

"The operetta was excellently staged and the voices blended splendidly in the chorus work."

Country boys and girls have talent if they are but given the opportunity to develop it. The boys and girls taking part in this performance had no desire to linger in the city but gladly returned to their respective communities which afforded them such splendid opportunities for development and entertainment. They returned to their country homes. happy in the realization of their achievement and feeling that they were equal intellectually and socially to the boys and girls in the city and as a result were inspired with a self-confidence that leads to further accomplishments.

That the school orchestra can be developed in the rural school to advantage is proven by the fact that in the centralized schools in Marion County under music supervision orchestras ranging from ten to twentyfive pieces have been established. Interest in this work is evident for in the schools where they had orchestras last year there has been an increase in the number of children taking up this work. From an educational standpoint there is no study that demands more concentration and effort.

The boards of education of the centralized schools wherein this supervision exists are unusually progressive and wide awake, and have adopted a plan which is very commendable. When first organizing an orchestra in any school the instrumentation is very likely to be incomplete and is usually made up of students who want to study violin or piano. To overcome this difficulty these boards purchase the different instruments of the orchestral family and lend them under bond to pupils who show the proper interest and sufficient talent. This plan gives the pupil who is unusually gifted or very anxious to learn an instrument the opportunity of developing this talent where otherwise financial circumstances or utter indifference on the part of the parents might prevent such development. The parents are always willing to purchase an instrument after it is proven that the child can play. When such arrangements are made the school instrument is returned and giyen to another pupil, thus producing an endless chain. There is no part of the musical work in the school that is more appreciated and gives as much in return directly to the community as a school orchestra. It relieves the regular school activities of monotony and develops a school spirit and enthusiasm which

is most remarkable. In all schools having music supervision glee clubs have been organized and made a part of the regular school activities.

School Orchestra, Centralized School, Martel, Marion County.

Bond of

KNOW ALL MEN BY THESE PRESENTS:

That we

as principal and ..........

as sureties, are held and firmly bound unto the Board of Education of Tully Township Rural School District, Marion County, Ohio, in the penal sum of dollars, the same being the value of one

a musical instrument the property of said Board of Education, to the payment of which, well and truly to be made, we jointly bind ourselves, our heirs, executors, and administrators, firmly by these presents.

The provisions of this indenture are such, that so long as said instrument remains in the possession of said borrower, its provisions shall remain and be in full force.

It is also provided that when said instrument is returned to said Board of Education, and in a condition wholly satisfactory to said Board of Education, the provisions of this indenture shall then be void and of no effect.

Approval of Bond:

President of Board.

Clerk of Board.

Principal.

Surety.