Abstract
F OR THE PAST several years, the general music class has caused music educators and administrators justified concern. This concern stems from several sources and involves a multitude of reasons-the most obvious of which is the unprecedented scrutiny the curriculum of the American schools is now undergoing. A host of other reasons could be mentioned, but the time is at hand when music educators must think in terms of results obtained when addressing themselves to the problems of the general music program. Too often we have read articles or attended conferences in which the situation was much like that of the policemen in that scene in The Pirates of Penzance where they are faced with going on the foe. They sing a grand chorus of bravery and action but refuse to march. I am completely satisfied that most music teachers are eager to move forward as a mighty battalion and do a better job with general music. But we need direction. From all the available data, it is evident that we have less unanimity of aims, goals, purposes and practices in the general music class than we have in any other facet of music education.
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