Music in Our Schools by Irma Parks

Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · Aug 1, 1907

Music in Our Schools

By Irma Parks

One of the most helpful things in the interest of our school the past year was the teaching of music. As so many of our church-schools find so much difficulty along this line, I thought perhaps a few hints as to how we found time for this important branch, and how instruction was given, would be of benefit to others interested in our primary schools.

I noticed, at the beginning of the year, that the pupils seemed to take but little interest in singing, and immediately began to look about for some plan to arouse an interest on their part. Some of the pupils seemed to think it impossible for them to sing at all, and I knew that if this impression was allowed to grow upon them, the consequence would evidently be that they never would sing.

My own knowledge in music was somewhat limited, but “where there’s a will, there’s a way,” and soon we procured books suitable for all grades, and began our daily drills.

Here was a surprise for me, for I was a trifle fearful lest the pupils or their parents would not consent to the purchasing of music books; but I think in our school of twenty-four pupils there were from twelve to fifteen books purchased, so each pupil had access to a book.

Now as to the time taken for our music. In the early part of the year, before we began our music, our opening exercises in the afternoon were devoted

to reading; but having so many classes, we could find no time for music, so these exercises were taken up, and music was placed in this period. Our plan worked perfectly. Those who thought they could not sing, found that they could, and we found it possible to divide the school into the three parts, soprano, alto, and bass.

The pupils themselves became so interested in their music that they would beg to have the time for music extended; and before school closed, although we had been working on this line but a comparatively short time, they could read anything in the natural key with ease.

Our teachers must not become discouraged because they know so little about music. They should study, prepare the lessons beforehand, and use all the ability they possess in that direction. This will be found to be of great benefit to the teacher, and the inspiration the music affords will be ample compensation for all the labor it occasions.

IRMA PARKS.