Several years ago, I stepped off a platform with a degree in music. Worthless piece of paper, really, because I have no desire to be a professional musician, to teach music, or to do anything besides play the piano for myself in the wee hours of the morning. By all accounts, I am a very talented musician, and even a pretty good teacher. But I’m just not interested in that line of work. Must be crazy.
However, I am a big proponent of music education, especially for elementary students. I think singing, reading music, and playing at least one musical instrument (even if it’s just the recorder) ought to be requirements for all kids. Not only do these skills enhance basic thinking skills, especially in math and logical reasoning, but they offer emotional and psychological benefits, too. Singing in choirs and playing in ensembles also give students an opportunity to experience team participation without the violence, high-strung emotions, and sheer competitiveness of sports. (And, as they get older, music students can even participate in things like marching bands which, despite their bad reputation as nerd farms, are actually pretty darned physical, and good exercise, to boot.) Anybody who has been part of a music program, done the work, participated, and been through tense rehearsals with stressed out friends and directors can tell you that music will create social bonds that last a lifetime. To this day I have many fond memories of scores of people with whom I have rehearsed and performed. Occasionally I meet them, and the old bond is still there. Music is great that way.
But living in a society of idiots, as we do, music often seems to hit the chopping block much too prematurely. Nobody ever thinks about cutting expensive sports programs and funneling those kids into choirs or dance groups (you may laugh, but even the most macho and hard-nosed have been known to really enjoy these “sissy” activities). Nobody ever seems to notice how parents at sporting events are easily riled, while parents at musical events, on the whole, are far more peaceful and civilized. Sure, those are generalizations, but I think it’s more valid to come to those particular conclusions than it would be to say that music parents are more boisterous than sports parents. Just think about it, please.
So it is in Fresno, the lame city down the road from my own humble domicile. (“Don’t trash Fresno. Fresno es tu casa.” No lie. They have signs everywhere that say that. When you have to remind people not to trash their own city, things are getting pretty bad. I won’t even comment on the bilingual thing. Compare with the state of Pennsylvania, which I recently visited, where the corresponding adverts said something like “Keep Pennsylvania Beautiful.” World of difference.) Recently, the Fresno Unified School District decided that their elementary music program is just too expensive. Hence, it has been eliminated for the 2004-5 school year. Naturally, there has been much public outrage, weeping and gnashing of teeth, and a consistent trickle of letters to the editor in the Fresno Bee.
In fact, there’s one today. (How’s that for a pretty long lead-in to the thing that actually inspired a blog post?)
Here is the letter by Sandra Bolster, an elementary music teacher in Fresno:
The chief financial officer of the Fresno Unified School District, Paul Disario, says that filling vacant administrative positions is essential, while at the same time recommending the layoff of countless teachers and the elimination of the elementary music program.
This sort of thinking exemplifies what is wrong with the current budget fiasco that demonstrates that Fresno Unified administrators are deemed essential when teachers are expendable. Mr. Disario and Superintendent Santiago Wood need to come to my schools and explain this to my students, who are confused about why they cannot come to my music classes next year, because they just don’t understand why I won’t be there to teach them.
Well, Ms. Bolster is absolutely right about one thing: maintaining a whole bunch of administrators at the expense of teachers in the trenches is educationally irresponsible. It may make business sense, and it may make administrative sense, considering all the paperwork educators have to do these days. (Find some teachers and ask them how much time they actually get to teach, and to explore their own curiosity in order to improve themselves as teachers.) But it does not make educational sense to fire teachers in order to keep some expensive desk jockeys down at the central office.
However, there is something in Ms. Bolster’s letter that really, really irks me. Here it is:
[These administrators] need to come to my schools and explain this to my students, who are confused about why they cannot come to my music classes next year, because they just don’t understand why I won’t be there to teach them. [emphasis added]
Did you see that? Did you catch it? That’s what I call a Pathetic Emotional Appealâ„¢. What she’s basically saying, if you take her words at face value, is that if little children can’t understand the machinations of the district, then the district shouldn’t do that. This, of course, is not what she means (I hope), because that kind of thinking is ridiculous.
Unfortunately, this kind of ridiculous thinking is rampant amongst educators. Everything is always “for the children.” But let me clarify something for you, and for the educators: Sometimes children are wonderful, and sometimes they are beastly little monsters. Either way, most of them are going to grow up and be put in charge of our society. We have a responsibility as adults to care for them, to protect them, to raise them up to be good citizens, and to educate them with the knowledge they will need to succeed. I love children. I think they are some of the most amazing things on the planet. I love to watch children learn, and see those imaginary light bulbs blink on over their heads when they have an epiphany. I remember some of those epiphanies from my own childhood. Children are great.
But we need to be honest with ourselves. Childhood cannot and should not be romanticized. Many (if not most) children have difficult lives. Unfortunately, we adults like to assume that children’s problems are not very important. In some sense, this is true. Kids’ problems are usually things that we adults have solved and long since stopped worrying about. But we forget what it was like to be six years old and terrified that mommy might die at any moment! Regardless of how silly that kind of thought sounds to your adult mind, it can have substantial gravity in the mind of a six-year-old. Most adults, though, would rather just ignore the inner lives of children, and then pander to whatever activities will make the little ones seem happy and content, so that we can go on with our own lives. That kind of thinking, I believe, is at the root of a lot of these “for the children” kinds of appeals. We need to keep music education “for the children” because they like it, and because we don’t feel like explaining politics and economics to them. That would just be too hard for our busy, adult brains.
No, education is not “for the children.” Education is for all of us. Education is for the health of our society, our very civilization! Education is not about “empowering” children, or about giving them “skills.” Education is about taking little Homo sapiens, which are genetically equivalent to creatures who lived tens of thousands of years ago, and figuring out how to integrate them into a complicated, modern, technological society where almost nothing comes naturally. If children don’t understand something, it is our fault, as a society, as a civilization. We cannot motivate ourselves by what we perceive as the emotional needs of children. If cutting music education is a bad thing (and it most certainly is), then we have a responsibility to articulate why that is without falling back on Pathetic Emotional Appealsâ„¢. And I have a feeling that a lot of music teachers are more concerned about their own employment than they are about the children, which is perfectly natural and acceptable, in my opinion. They should just admit it openly, though. (For instance, why can’t Ms. Bolster go down to her schools and explain this issue to the students herself? Why is she trying to pass that responsibility to the administrators? Oh, I see, because she’s no longer employed to deal with the students. See how much she cares?)
But then we need to sit down with children and explain to them this strange adult world where we can’t always get what we want. Where sometimes children don’t get to have music teachers, and sometimes music teachers don’t get to have the jobs they want, and sometimes money takes precedence over desires and emotions. Everything can (and should) be a learning experience for children, even when we cut their music programs.
Finally, we need to admit that while it may be nice for everyone to moan and complain that the children are getting the raw end of the deal, the real reason their music program has been cut is because we adults, all of us, collectively, as a society, a civilization even, are too lazy and too concerned with our own petty lives to provide them with an education that will leave them as enriched as we ourselves are when they march across that platform someday to shake the hand of some smarmy administrator and receive that long-sought high school diploma, all to the pathetic strains of an electronically reproduced recording of some long-lost musicians playing Elgar’s “Pomp and Circumstance”–because the district wouldn’t fork over the money to teach the kids to play it themselves.