Date of Award


Document Type


Degree Name

Master of Arts (M.A.)



First Advisor

John G. Elliott


One of the most difficult problems for students of the teaching profession is that of formulating the best classroom procedure to follow under actual teaching conditions. Almost universally, young teachers find that the transition between their graduate period of training and their first position involves such a realignment of ideas in this regard as to be highly discouraging.

In their graduate study these prospective teachers learn many practices which are helpful to the problem, but which many times are based on an ideal situation, or one so nearly so as to be foreign to the immediate picture. In music, for instance, they learn the necessity of having sufficient light in the room, of keeping the music in order and by itself, of insisting that students thoroughly clean instruments each time they are used and then put them away correctly. But in practice they may find a poorly-lighted room, or one, as this survey shows, having a processed ceiling but with glass on three sides, brick on the fourth and a cement floor - a combination which would make any base section sound like a nineteenth century German band at a carnival. They may have a room with no place at all for music or a brace of Eb alto players that. throw their instruments at the cases and rush in a mad dash to make that net class in the allotted minutes. All such experiences serve to give pause to young teacher who has gone out with high hope of musically lifting The Child. His pause is profound when he discovers there that more often than not, The Child hasn't the slightest wish to be uplifted; that the Thirst for Knowledge is idly one of mass Humanity's strongest points and certainly, it's most obvious.





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