I’ll be brief here. Only to say that music permeated my life. It rang in my head at all hours from a very early age. And at about eight, I started to memorize, without thinking about it. “A Tisket, A Tasket,” sung by Ella Fitzgerald: I remember where I was when it first came to mind — I was walking on a dirt path close to the house in, I think, 1939.
And so on. The rest of this is just a sketch of my time with music. I could make this a “chapter,” but that would go beyond the intended purpose of these writings. This has to be either too brief or too long; for your sake, I have chosen brief. You will find other references to my ‘music days’ elsewhere in these pages.
It goes like this:
First instrument: In fifth grade, we all had Tonettes, a plastic whistle-like instrument with finger holes to change notes. Alice and I excelled at Tonette, playing lots of duets — just by basic aptitude. (See a later piece called “my musical instruments”, which tells the stories of all my instruments.)
High school band: baritone sax, cymbals, bass drum, and, finally, oboe.
College: started as “business major,” but took freshman band, choir, theory. From there on I was a music major, just didn’t know it until the end of my sophomore year. I took virtually every music course offered. During that time I was saturated with music: dance bands, U.S. Army Reserve Band, college band, college choir, church choir, and college courses. Took a Bachelor of Music degree in 1953.
While most of my music activity was at the “serious,” or “classical” level, I had from an early age learned to love country music — I suppose it was somehow tied to the “country” side of my family: the Hales were true country folk, and Granddad Hale played banjo, clawhammer style. I found “The Grand Ole Opry” on Saturday night radio, and learned many country songs by listening to early bluegrass music. And I had a guitar, which is still with me today — a Martin, purchased in 1951.
After two initial years of local band directing, I became music director at St. Albans High School, teaching band, choir, stage band, general music, and theory. The music program grew to about 350 students. All this time I was playing in a large dance band, had a church choir, played in the Army Reserve Band, and became music director for the Charleston Light Opera Guild, directing the music for several Broadway musicals such as Oklahoma, South Pacific, The King and I, and so on.
In 1957 I began a master’s degree program at Teachers College, Columbia, where I chose conducting as my performing medium. (I went during summers only; kept my job at St. Albans.) I was a winner of conducting competition twice while there, and took a Master’s in Music and Music Education in 1959. It was there that I learned how to memorize a musical score — in the conducting competition we had to conduct from memory. From that time forward I never directed a public performance otherwise, except for the Broadway shows, which of course were so involved with staging, cues to singers, watching the crowd and watching for the unexpected that working from memory was not possible — for me, at least.
In 1963, we moved to Salem, Virginia, where I became band director at Andrew Lewis High School. Then in 1968 I left the classroom for work in research and development of innovative programs, with the hope of helping make school a better place for students beyond my classroom.
During my teaching career, I received high compliments for the performances of my students, for which I was grateful. I experienced moments of pure joy when my performers — my students — played and sang beyond their notions of their individual abilities. As with most musicians, I can cite specific times and places when that kind of magic occurred. When it does occur, everyone is aware of it; that is, all those involved in the performance. Not just the performers — the conductor as well. You’re all part of it, equal in all respects, having the same “out of body” experience. You just know. Both in performing and attending performances by others, I have been brought to moments of true joy countless times by the sheer beauty of great music well presented. A lot of people never have the chance to experience that, and for those who do — well, it’s what you live for. It can happen any time — in rehearsal, in a public performance — anywhere.
So it was with a sense of uneasiness, in 1968, that I went on to other pursuits. Leaving the classroom was one of the toughest decisions I ever made, but looking back, I have no regrets, for my ‘second’ career, in curriculum development, research and other administrative areas, was challenging, enriching and enjoyable. While I missed the daily pleasure of being with my students as we engaged music, I believe that in taking on a “new” career I did, in at least a small way, help make school a better place for students. But leaving the classroom was not just leaving music, and there remained a part of me that wanted to be with my “kids,” my fellow musicians, for all the remaining days of my career. But music has never left me, nor have I left it. There is nothing more enjoyable, nothing more agreeable, refreshing, moving, inspiring, fun, entertaining, powerful — than music. It still rings in my head constantly. My career in music was satisfying beyond description. While I went on to other things, both academic and personal, music has been the one constant in my life, and so it will surely remain. I still bang on the keyboard, pick the guitar, and sing when it pleases. And I hear, though not often enough, the music of Mozart, Scarlatti, Beethoven, Mahler, Ravel, Bach, Chopin, Palestrina, Verdi and the rest, and it is always as if I’ve never heard it before.
