| This dissertation explores the status and growth of music education in rural and one-room schools from 1890--1950, limited to English-speaking public schools in selected areas of the Midwest especially Illinois, Wisconsin, and Iowa. Chapters on teacher preparation, teaching methods and materials follow an overview of rural education.; This study utilized historical methods including archival and oral history analysis. Eight one-room school students and teachers from Winnebago County, Iowa were interviewed in addition to Eunice Boardman, Judith Svengalis and Stanley Schleuter, who earned music education doctorates and attended rural or one-room schools. Photographs, ephemera, teaching licenses, exams, course notes, scrapbooks, letters, manuscripts, unpublished reports and dissertations of the time were also examined.; Music was occasionally included in preparing rural teachers at county institutes, extension and correspondence courses, normal schools and colleges. Music was sometimes included on eighth grade, county and state teacher's examinations for initial certification or continuing education.; Teaching methods besides the recitation were utilized in one-room schools. During the Progressive Education movement, music programs, pageants and projects were common teaching methods. In Iowa, the Choir and Phonograph Plans of Charles Fullerton were designed for rural teachers. Edgar B. Gordon pioneered vocal music radio broadcasts for Wisconsin school children. Both Fullerton and Gordon instituted rural choir festivals.; Teaching materials were varied, but scarce. The Victrola, pump organ, piano and rhythm or homemade instruments were available. Innovative Victrola recordings corresponded with Fullerton's textbook. Grade books, daily schedules, standardized school regulations, written curriculum, teacher magazines and journals guided rural teachers. Early textbooks were typically glee club songbooks or graded series books, designed for trained musicians. A content analysis of eleven rural music books is included in this study.; Rural school innovations such as recordings and textbooks designed for nonmusic specialists, distance education and improvements in teacher licensure continue today. Further research in rural music education should include other geographical areas and diversity in religion, language and race. |
