State of the 10-South Carolina-lists books on other subjects, but merely specifies "singing" in the place for music texts.

(7) Is music required in the high schools of the State?

what is the nature and extent of the work required?

If so,

The number of States requiring music in high schools is 5; the number of States not requiring music in high schools is 42. It might be supposed that the 5 States requiring music in high schools would be among those requiring it in the grades, but this is not invariably the case. The 5 States requiring high-school music are Arizona, Indiana, Iowa, Louisiana, and Washington. Of these, Iowa, Louisiana, and Washington require music in the grades also (the only States making complete provision); Arizona and Indiana do not.

The following statement summarizes the situation: The States requiring music in the grades or in the high school, or in both grades and high school, are Arizona, high school; California, grades; Indiana, high school; Iowa, both; Kansas, grades; Louisiana, both; Maryland, grades; Nevada, grades; Oklahoma, grades; South Dakota, grades; Utah, grades; Washington, both.

That music should not be required in high schools, even though required in the grades, is not surprising in view of the lateness of its recognition, though the fact may be deplored; but that it should be required in high schools without requirement for earlier study in the grades needs explanation. This is found in a fact already commented upon, that music has reached a development in some States. that do not require it that quite equals the development in States that do require it. A large number of quotations from the reports could be brought to the substantiation of this statement, which is well known independently to anyone acquainted with the facts. "Not required, but most schools have it," "Custom has made it mandatory," are typical of numerous statements made. With regard to both Arizona and Indiana, for example, the first has already been reported (under question 4) in just such a statement, and the writer knows the facts in Indiana to be that an unusually advanced program of music study is carried out in practically all the grade schools of the State. The prescription of a high-school course is therefore only the proper logical step to take toward further develop

ment.

Coming to the nature and extent of the high-school work required, we find the same conditions prevailing that were discussed in connection with this same inquiry as applied to courses in the grades. The specifications reported in the 5 States requiring music in the high schools are as follows:

Arizona.-Technical music; history of great composers and familiarity with their

work.

Indiana.-One hour per week.

Iowa.-It varies. The statute provides only that the elements of vocal music be taught in all public schools.

Louisiana.-Two periods a week.

Washington.-State course. (Chorus practice, orchestra ensemble, and sight singing are the principal activities conducted under this course. The work, as shown by reports from a number of high schools, is very progressive.)

As with music in the grades, custom, public interest, and assistance and encouragement from State boards may produce a result equal to State-wide requirement. Reports from the high schools themselves, tabulated, but not thus classified, in the high school section of this report, show that high school work of quite as advanced an order as obtains in the "required" States is the rule in California, Illinois, Massachusetts (where harmony is a subject frequently reported), Michigan, and Minnesota. The work in California, as shown by these separate school reports, is the most advanced to be found in the United States, and from the proportion of schools reporting it, seems to be widely followed.

(8) Are special teachers or supervisors of music in the public schools required to pass examinations before receiving teachers' certificates?

(9) If so, kindly check below the subjects in which they are examined. (See questionnaire for these subjects.)

The broad statement may be made that regulations covering these points are in chaotic condition and are very unfortunate. The difficulty seems to be that the special subjects, having entered the schools lately, came after legislative enactment had taken place which did not foresee them. With no specific provision made in advance, it has followed that almost anyone could obtain a license to teach music under clauses that proclaimed merely that the applicant should "show fitness." If musical standards were higher and musical tradition of an advanced order were better established, such clauses would work but little harm. But where there has been no music whatever in a school, the local boards of education have little definite conception of the results that should be expected or of the qualifications necessary to a supervisor who would achieve such results. Consequently, a teacher may be employed who has merely a little local musical prestige as singer, pianist, orchestral player, or what not, and the weak and commonplace results that follow are ascribed to the weakness and undesirability of music itself as a subject for study in public schools.

It seems obvious that a teacher of music in our public schools should have a reasonably good general education (say of high-school graduate standard), should have made some study of education (psychology, pedagogy, history of education, methods, practice),

and should be well educated as a musician. In short, he should be generally enlightened and should be prepared as a teacher and as a musician.

Persistently, however, some of these elements (sometimes all) are disregarded in bestowing licenses to teach. Naturally, great variety of evidence as to the possession of any of these qualifications must be allowed. Diplomas from high schools, normal schools, colleges, and other institutions may be accepted in lieu of examinations in general subjects; but if these are lacking, the general enlightenment of the applicant should be obligatorily tested by reasonably broad and searching examination, with the proviso that a certain number of years of conspicuously successful experience may be accepted instead. Certified courses in teachers' training schools, or normal schools, or normal departments, should similarly be rated as equaling examinations along pedagogical lines; but if these are lacking, examinations should be obligatory, unless, again, they are waived in view of, let us say, five years of notably successful experience. The same varieties of evidence with regard to ability along specifically musical lines should be demanded and accepted; but with all this diversity, the requirement of valid evidence of ability, of the three kinds stated, need not be lost sight of. Many cities have eligibility requirements that satisfactorily meet all these demands, and that make demands for good moral character and acceptable personality in addition. The State should at least be on an equality with any of its cities in this respect, and should be in position to lead and to guard those local systems that have met this responsibility less successfully.

The answers received are indicated in the statements here made. It should be stated in advance that failure to examine does not necessarily imply failure to ascertain by any means the qualifications of the candidate; also it should be borne in mind that these are State requirements, and may be added to locally.

Special teachers or supervisors of music are not obligatorily examined in 24 States. To these should be added Connecticut, Oklahoma, and Washington.

Connecticut reports: "State teachers' certificates are issued only upon examination." This is probably the same provision that Oklahoma makes. Oklahoma reports: "Examinations are provided for State certificates in this branch, though some cities do not require an examination." Washington reports: "Special certificates provided for those who show fitness."

Three States give no information.

The States requiring examinations (though with many qualifications as to credentials accepted in lieu of examinations) number 17. Modifying statements with regard to these 17 States will be found in the report of answers received to the next two questions. Such

statements, which weaken the force of the examination provision, when taken in conjunction with answers to the next two questions made by States classified as not requiring examinations, will be seen to bring the two groups far nearer to an equality than their separation here would imply.

When examinations are given, their subjects appear below under the 17 States classified as requiring examinations:

Arizona.-Elementary theory and sight singing; harmony; history of music, æsthetics of music, musical appreciation; voice; piano ("other instruments too"); methods, practice, material; history of education, pedagogy.

California.-English grammar; orthography; defining; methods of teaching; music. Delaware.-[No specifications.]

Indiana.-Elementary theory and sight singing; harmony; counterpoint; history of music; æsthetics of music, musical appreciation; methods, practice, material. "One examination under heading of 'music.'"

Kansas. "Required to hold regular teacher's certificate. No special examination required."

Louisiana.-Elementary theory and sight singing; harmony; history of music, æsthetics of music, musical appreciation; methods, practice, material; history of education, pedagogy; psychology.

Maryland.-A regular teacher's certificate is required by the provisions of the law. Massachusetts."It (the school committee) shall select and contract with the teachers of the public schools, shall require full and satisfactory evidence of their moral character, and shall ascertain by personal examination their qualifications for teaching and their capacity for the government of schools; or in lieu thereof may accept the diplomas granted by the State normal schools of this Commonwealth to their graduates."

Michigan. The question as to whether supervisors are required to be examined is answered: "Yes, or to have completed a satisfactory course." [The phases of a possible examination in music are not specified.]

Missouri.-For five-year special State certificates: Pedagogy; elementary psychology; literature; writing; physics; physiology; music.

New Jersey."An applicant for a special certificate to teach music must be examined in history of music, methods in music, and musical material used in schools, and must also file testimonials from two qualified teachers of music."

North Dakota.-Elementary theory and sight singing; harmony; history of music, æsthetics of music, musical appreciation; voice.

Ohio. Elementary theory and sight singing; harmony; counterpoint; voice; methods practice, material; history of education; pedagogy; psychology.

Oklahoma.-Elementary theory and sight singing; harmony; counterpoint; history of music; æsthetics of music, musical appreciation; voice; methods, practice, material. Pennsylvania.-Elementary theory and sight singing; methods, practice, material; history of education, pedagogy.

Wisconsin.-"If teacher has not the general qualifications, special license may be granted." [No details are given.]

Wyoming.-[No details of the reported required examinations are given.]

It is probable that some of these provisions apply only to State board examinations and are not required by the State in local examinations. A number of States report this plan, but are there

upon placed in the "not required" list. The plan may safely be assumed in additional States that did not specifically report it.

It is worthy of note that in Kansas a regular teacher's certificate is the requirement. This condition is found in degrees elsewhere (see Maryland, Massachusetts, and Wisconsin above) and is a sign of the fact commented upon some pages back, that certification of grade teachers was early provided for by law, and that special teachers, coming later, have had but little provision made for them. Rhode Island reports: "They have to show certificate of preparation and training." This may be more properly an answer to Question 10.

(10) Are certificates from schools of music accepted in lieu of examination? If so, what type of schools are so accredited?

(11) If neither examination nor a certificate is required, what qualifications must prospective supervisors of music show?

The answers to these two questions show that very great variety of evidence of fitness may be accepted. An adequate statement of the facts would require the presentation of an analysis of the laws of each State for the certification of teachers. The larger findings only can here be summarized.

Certificates from schools of music are reported as accepted in 27 States. The following four States are classified as not accepting such certificates:

Connecticut reports: "Such certificates not accepted by State." Presumably they may be accepted locally.

Indiana reports: "No; all applicants for licenses must have had certain required pedagogical courses or a minimum of one year in a recognized school of music."

Kansas, as has been seen, requires a regular teacher's certificate; hence music credentials alone are not accepted.

Tennessee answers negatively, but adds, in answer to question 11, "No specified qualifications."

The remaining 15 States do not answer directly on this point of accepting certificates from music schools. Answers that are of interest because of exceptional provisions made, or because they are typical, follow. Some of these are from States included in the 27 above grouped; others are from the group of 15 States not yet recorded.

Arkansas, Illinois, Maine, Massachusetts, New Hampshire, New Mexico, South Dakota, and West Virginia report that the requirements are left to local boards. This may be true of many other States not specifically so reporting.