Figure 1.--We are not entirely sure whjat to make of the photograph here. It is undated, but looks to have bee takenm in the earky 1930s. The capttion appears to read, "M5c, V. Fetlers gimenez orkestris 'Varaviksne'". We do not know what M5c neans. It can not be a class as the student musicians are of different age. V. Fetlers may be the distinguished-looking teacher in the rear. Actually it may be joint group from a boys' and girls gymnasium. Note that there is also a lady teacher. Gimenez orkestris may maen Gymnasium orchestra. Gymnasium is an academically selective secondary school. Varaviksne seems to be a name selected for their orchestra. We have no idea why a young boy has been chosen to direct the orchestra. Perhaps he is teacher's musically gifted son. Hopefully a German reader can offer more insight.
We have not noted much attention to music in German schools until after World War II which is especially interesting given the importance of music in German life. Until the 20 century, no country had played a greater role in Western music than Germany. We do not know if music was a part of the curicula or if so just how deeply they got into music theory. We know there was singing in primary schools, but we do not know much more than that. Hopefully our German readers can cast some light on this. We note that modern German schools incude both music and visual arts in the curriculm, but we do not know much about what the music classes consisted of or what was included in the curriculum before World War II. (Major changes occurred in German education after World War II.) Learning musical instruments seems more a home activity and private tuition than a school activity. Presunably some schools had music rooms and organized performace groups, but we have little information. We have noted some after-school choral grouos, but we do not know if there were school choral programs during the day. We believe that an important part of music edivation to the extent it existed. Club activity was elective. What we might call extra-curricular activities today. We suspect that much of the actual music learning, at least instrumental learning took p;ace in cluns. And this would have dependened on the interests and abilities of the teachers willing to devote their attention and time to working with thevstidebnts. And club work would have been unpaid. The group here seemd to be a gyumamium orchestra organized as a club activity (figure 1).
Germany is perhaps more famed for music than any other country. Many of the most beloved classical compsers were German. We are unsure just why this was, but surely the education system is at least partially responsible.We have not noted much attention to music in German schools until after World War II which is especially interesting given the importance of music in German life. Until the 20 century, no country had played a greater role in Western music than Germany. A German reader writes, "Well, thanks, others too, Italy, France etc." We did not mnean to suggest that Germany was the only country. And our German reader knoiws much more about music than we do. But we think he is being modest. It is difficulkt to get beyond jyst the three giants in Western musicology: Bach, Bethoven, and Brahms, not to mebtion Mozart.
Curricula
We do not have a lot of information on the curicukla in German schools. We doi know if music was a part of the curicula or if so just how deeply they got into music theory. We know there was singing in primary schools, but we do not know much more than that. Hopefully our German readers can cast some light on this. We note that modern German schools incude both music and visual arts in the curriculm, but we do not know much about what the music classes consisted of or what was included in the curriculum before World War II. (Major changes occurred in German education after World War II.) Fortunately our German reader provides some helpful information. "In school currícula at all levels, music theory was only presented in the uppoer grades of secondary schools (gymnasium). There was singing in primary schools. In secondary schools some basic music class work presented."
Performance Groups/Club Activity
Many secondary schools had music rooms. We believe that an important part of music edivation to the extent it existed. Club activity was elective. What we might call extra-curricular activities today. We suspect that much of the actual music learning, at least instrumental learning took place in cluns. And this would have dependened on the interests and abilities of the teachers willing to devote their attention and time to working with thevstidebnts. And club work would have been unpaid. The gtoup here seemd to be a guumamium orfchdestra organized as a club activity (figure 1). . Our German reader tells us, "Most schools had in addition to the curricula class work, an orchestra and chorus, today also a band for modern music. This was a club activity. It was free to participate, only limited by motivation and cabability. Interested teachers are leaders. They perform for various school festivals." But the various musiuc groups organized at school provided the children am opportuity to utilize and develop their skills as well as interaction with musically competent teachers and other students interested in musuc.
Individual Schools
These activities varied from school to schho, based primarily on the schools' tradtions and the interest of reachers in promoting the various efforts. Our German reader tells us, "There are some (excellent) special schools with strong teaching and support of (most classical) music, Musikgymnasium, with nearby living pupils and extra pupils living in dormatorium; examples Regensburger Domspatzen, Leipzig/Dresden chorus in Bach tradition; in Austria, Suisse." The German Wikipidia has a short articke about specialized music gynasia. Interestingly they are mostly located in German-spoeaking countries and the countries from the former Soviet Union.
Many countries of Western and Central Europe have a long tradition of church boys' choirs dating back to the medevil era. Germany has like, neigboring countries, has an important choral tradition. Some of the most beautiful choral music has been written by German composers, for choirs--including many pieces for boy choirs. A great deal of music scholarsip exists on this music. Much less information exists on the choirs and boys who sang this music. We have noted some after-school choral grouos, but we do not know if there were school choral programs during the day. The really impotant chiralk groups seem more assocuated with churches and civic grouos. But we bekieve that many secondary did have choirs, bur we have npt yet found examples in the photograpgic record, in cintrast toi rge church choirs.
We suspect is was essentially a matter of home training by musically inclined parents and private instruction. We do nit believe this was an important school activity. Many adult Germans remember their childhood music teachers with considerable fondness. We think that primarily men were involved, but this gender disparity has probanly declined in recent years. We do no believe that children were taught to play instruments at school before World War II, but our information is limited. This tradition of music instruction was brought to America by German immigrants. Home instruction and private tutoring would suggest that learning a musical instrument was largely a middle-class phenomenon. Some parents persinally taught their children, Such opportunities thus depended on the interests of their parents and their ability to pay for the instruments and tuition.
