History

of String Education

String Education Prior to 1911 in the United States

Until the mid 1800s, instrumental teachings were only in private lessons. The

first time instrumental music was taught in a classroom setting wasnt until 1847.

Lewis Benjamin was a major contributor to the instrumental class movement where

he strayed from the norm, teaching folk songs, and dancing music. Traveling bands

and orchestras created a growth in interest in music, as well as the introduction of

Free Violin Schools. Conservatories such as Peabody, Oberlin, Chicago and Cincinatti

were created, but towards the beginning of the 1900s the number of enrolled

students decreased drastically. Jessie Clark and Will Earhart were some of the first

educators to establish orchestras within the school systems.

Public Schools Establishment of String Education

The Murdoch Company was vastly important to the incorporation of string

education in the public school systems. The company based in England, published

books that could be used in a music classroom and instrumental rentals for low

prices. In 1911, Albert Mitchell created the first public school that provided a violin

class, and by the 1920s he offered classes for the flute, clarinet and percussion.

National High School Orchestras

One of the most important figure in creating instrumental classes in the

public high schools is Joseph Maddy. He convinced Rochester Public Schools to

purchase 10,000 dollars worth of instruments as well as created the National High

School Orchestra. His orchestra became so successful that it solidified the

establishment of instrumental classes within schools.

Band and Orchestras Elevation and Declines

There was a major increase in music teachers from 1910 to 1930, due to the

men in the military band returning from war, and the end of the professional

concert band era as well as the great depression. Because many of these new

teachers were members of the band, the development of band instruction within the

school system increased, as orchestra decreases. Along with the ideas that band has

a greater flexibility, variety of instruments and appeal to youth, the band began to

strive over the orchestra.

Pedagogues

The most important orchestral pedagogues included Samuel Applebaum,

Paul Rolland and Shinichi Suzuki. Applebaum was known for writing and editing

over 400 method books, chamber and solo music collections. Rolland introduced

teaching methods on shifting and vibrato that are still being used today. Suzukis

methods were very important to what we currently use in string teachings. His focus

was on early childhood development, and using ones ears. He also incorporated a

chronological line of repertoire. His methods have been adapted for multiple other

instruments.