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In this type of concert several rooms in a school building are used. A short program, similar to the following, is given in each

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Nora Brown, Mary Cole, Charles Hull

Piano Duet-Morning from Peer Gynt Suite.... Grieg
Arline Smith and Minerva Jones

Each program is repeated continuously throughout the course of the evening. A mechanical instrument may be used in any or in every room, if skilled performers are not available. A contest list containing fifty selections would, if five numbers were given on each program, require the use of ten rooms. It would furthermore require that all available talent (or possibly mechanical instruments) be pressed into service.

Right here is afforded an excellent opportunity for students to show their skill in the rendition of music. Right here is afforded also a most positive means of bringing the home to school. Parents will hear their children perform. Brothers and sisters and classmates will turn out to hear a relative or friend, whereas they might not at first be at all attracted by strangers.

Visitors go from room to room, entering and leaving between numbers. A monitor stands at the door of each room and hands a program (for the room) to everyone who enters. He also collects a small admission fee, if any is charged. Each guest strives to hear all of the selections on the contest list. Pupils who perform for an evening clamor to have the performance repeated, and they actually offer to play new numbers or to learn to play new

instruments, in order that they may participate again in a still greater capacity. Even if nothing were gained from such a performance except the experience of the performers, that in itself would repay a tremendous effort. Needless to say, many other values are added thereunto.

Fine music is rapidly coming into its own. It has taken an enormous stride in the last few years. It has enlisted the support of persons who seemed to belong entirely to other spheres. The best in music will speedily gain its rightful place in the development of our national life, and will give rise to the production in America of an abundance of the finest melodies the world may ever know.

For raising the standard of music appreciation, hence paving the way for ultimate results, much credit becomes increasingly due to the Music Memory Contest. It is a rare educational movement that makes such a magnificent sweep. By way of suggestion to any readers who may not have participated in such contest, the following plan is appended:


1. Furnish each pupil with a copy of the approved list of compositions.

2. Provide means whereby pupils may hear the selections. 3. Encourage home study.

4. In presenting numbers on programs, give incidents in the lives of the composers, and tell the stories of the productions.

5. Arrange parties, in and out of school, for playing the Music Memory Card Game, "Popular Classics."

6. Secure the co-operation of music dealers, music organizations of the community, managers of motion picture theaters, and editors of newspapers and magazines.

7. Conduct a preliminary contest for the purpose of selecting from each school, club or other organization, a definite number of persons to participate in the final contest. Award certificates of merit to the winners to admit them to the finals.

8. Conduct a final contest in a large auditorium and invite the general public. Appoint judges. Provide each contestant with pencil and numbered competition card. In order that guests also may have the privilege of testing their knowledge, provide them likewise with competition cards, but in a different color. Each contestant writes on his card his name, and, if desired, the name of the organization he represents. Below this he writes the titles of the compositions and the names of the composers in the order in which the selections are played.

Collect the cards and give them to the judges. An accepted method of scoring is to give three points for correct titles and two points for correct names of composers; one point is deducted for each misspelled word. Entertain audience, while judges are out, with musical numbers, speeches and community singing. The list of compositions should also be read. When judges reappear, announce names of winners, and present prizes and certificates of award.


The following list of compositions is recommended for use in a Music Memory Contest:

1. Air for the G String.

2. Andante Cantabile from String Quartet.
3. Andante Movement from Fifth Symphony.
4. Anvil Chorus from Il Trovatore...

5. Barcarolle from Tales of Hoffman.

6. Berceuse from Jocelyn.


Blue Danube Waltz..

8. Danse Macabre

9. Elegie




From the Land of the Sky Blue Water..
Funeral March

12. Hallelujah Chorus from The Messiah.
13. Hark, Hark! the Lark

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..Bach Tschaikowsky




..Godard Strauss .Saint Saëns

Massenet . Cadman Chopin .Handel



15. Hungarian Dance No. V... 16. Hungarian Rhapsody No. II.

17. If With All Your Hearts from Elijah... 18. Intermezzo from Cavelleria Rusticana. 19. Largo from The New World Symphony. 20. Largo from Xerxes

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Overture from Midsummer Night's Dream.... Mendelssohn

34. Pilgrims' Chorus from Tannhäuser


Pomp and Circumstance No. I

36. Prelude in C Sharp Minor..

37. Quartet from Rigoletto

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38. Ride of the Valkyries from The Valkyrie.

39. Sextette from Lucia di Lammermoor.

40. Soldiers' Chorus from Faust

41. Spring Song

42. The Rosary

43. The Swan (Le Cygne).

44. To a Wild Rose

45. Toreador's Song from Carmen 46. Träumerei

47. Triumphal March from Aïda


48. Unfinished Symphony, First Movement.


Valse Triste

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Superior Types in the High School



¤ ECENTLY the superior students in the seventh to twelfth grades in the public schools of Eugene, Oregon, were selected through the medium of mental tests. In a group of 776 students, fifty-one, or about eight per cent, stood out as unquestionably superior. In addition to the mental tests, careful physical and medical examinations were given this group, and a considerable mass of supplementary data of school record, age-grade status, vocational aims, chief interests, age when superiority was noticed, social and economic standing of parents, was gathered.

The nature of the material, and the characteristics of typical examples of the group, are found in the case studies which follow⚫ No. 1. Reuben Y. Indications of superior intelligence at three years of age. Interested in arithmetical problems at five years. Age 17:8; mental age 19:6; fourth year in high school. Score in Alpha test 152; Otis 174. Receives uniformly an A grade in all school subjects.

Is reported as quiet and studious, but shows evidence of leadership in school activities. Is especially interested in debating and mathematics. It is his intention to become a civil engineer. He shows remarkable physical development, and has been singularly free from all so-called children's diseases.

His father has had some university training; is now a janitor. His mother was a teacher before marriage. Both parents are interested in music. His grandfather was a physician. Reuben is rated superior intellectually and socially by his teachers.

No. 2. Grace C. Parents noticed signs of unusual intelligence at age of two years.

Age 18; mental age 19:6; fourth year in high school. Score in

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