ANDOVER CLINCHES TRACK VICTORY IN LAST EVENT

In a heavy rain on the muddy Andover track Saturday, the Freshman track team was defeated in its first test of the spring by the score of 67 1-2 to 58 1-2. When the last event, which was the hammer throw, began, the points were even, and the schoolboys piled up their lead by taking all three places in this event. This was the fourth straight defeat administered by Andover to Freshman track teams, and the showing made Saturday by the first-year men is the best which has been made in any of these four meetings.

Although the Freshmen were handicapped by the absence of the four quarter-milers who ran in the Penn Relays, and of J. C. McGlone, who played in the baseball game, they took all the points in the quarter, half, and mile runs. Watters, who won the last two of these events, starred for the first-year athletes. Other men who performed especially well for the Crimson were P. F. A. Altmann, M. A. Cheek Jr., L. O. Combs, and Donald Spencer. The yearlings showed a marked weakness in the dashes, the hurdles, and the hammer throw.

The summary:

100-Yard Dash.--Won by Borah (A); second, Glendenning (A); third, Hutchinson (A). Time, 10 2-5 seconds.

220-Yard Dash.--Won by Borah (A); second, Hutchinson (A); third, W. R. Chase (H). Time, 22 3-5 seconds.

440-Yard Run--Won by K. M. Rogers (H); second, L. G. Bohmerick (H); third, W. L. Tibbetts Jr. (H). Time, 53 seconds.

880-Yard Run.--Won by J. N. Watters (H); second, W. L. Tibbetts Jr. (H); third, LeB. R. Barker Jr. (H). Time, 2 minutes 3 1-5 seconds.

Mile Run.--Won by J. N. Watters (H); second, J. W. Perkins (H); third, LeB. R. Barker Jr. (H). Time, 4 minutes, 39 2-5 seconds.

120-Yard Hurdles.--Won by Paxton (A); second, Wood (A); third, J. L. Combs (H). Time, 16 3-5 seconds.

220-Yard Hurdles.--Won by Paxton (A); second, J. L. Combs (H); third, Wood (A). Time, 26 4-5 seconds.

High Jump.--Won by Edwards (A) (5 feet 6 inches); second, Larsen (A) (5 feet 5 inches); tie for third between many, but the teacher's reward cannot be reckoned either in terms of fame or of money. The satisfaction which comes with the knowledge that one has supplied to human beings such means of enjoyment as come through an understanding and a love of good music, is in itself an immeasurable reward. Harvard considers the training of teachers so necessary that it offers three halfcourses in the teaching of music in the Graduate School of Education, and students who are intending to follow music teaching as a career should seriously consider taking such work as will prepare them for these courses. We shall never have a musical nation until we have adequate teachers of music; and it is this need that these courses aim to supply.

Activities Are Helpful

While the student is getting his technical or appreciative training, he ought at the same time to devote himself as far as he can to such activities as the Pierian Sodality and the Glee Club, for a real music-lover is one who wishes above all to take part in music. And whether or not that part be great or small, the participant becomes in a sense, through his activity, a creator.

Partly because of the fact that music is not generally offered for entrance credit and partly because the demands of the College with regard to entrance are so extensive, music plays all too small a part in secondary school life. This is particularly unfortunate because the beginning of the appreciation of an art lies in experience, and too many students enter Harvard under the impression that music is something which ought to be relegated to spare moments and ladies' seminaries. Even singing, which is for most nations an entirely spontaneous affair, is but lightly indulged in by Americans, and by students is largely confined to the showers. There can be no question that a more extended and intelligent program of music in secondary schools would result in a more receptive and musically active student body.

Need a General Background

In music as in other subjects there is danger of too great specialization, and for this reason students in music are strongly urged to take courses which will supply them with a suitable background for musical study. Courses in modern languages, in aesthetics, and in comparative literature and particularly desirable.

Once a man has determined on the particular field of music in which he wishes to locate himself, he will find ample opportunity at Harvard for its cultivation; and even if a man aims to be an executant he will find it possible to procure instruction outside college, with sufficient hours for practice while he carries on at the same time his regular college work. In such a case, however, a student would do well to take at least one extra year to complete the work for the A.B. degree.

To sum up: for a student with originality and a gift for composition, there are the courses in harmony, counterpoint, canon, fugue, instrumentation, and composition; for those who wish to supply themselves with a knowledge of music such as will enable them to become appreciative listeners, there are courses in history and appreciation, and halfcourses devoted to special fields and composers; for those who intend to become teachers of music, there are the courses in the teaching of appreciation, in public school music, and in chorus organization and training. It is to be hoped that men will look forward more and more to the work of teaching music in the public schools. Inadequately educated teachers and inferior standards of music have for a long time caused this branch of the profession to be looked upon with suspicion. It is the function of the college to rectify this, and Harvard hopes to offer a real service to the cause of music and education by sending out every year well-trained musicians to this work