A Quote by Anton Seidl

America does not need gorgeous halls and concert rooms for its musical development, but music schools with competent teachers, and many, very many, free scholarships for talented young disciples who are unable to pay the expense of study.
Better teacher pay combined with scholarships in exchange for teaching in our public schools can help North Carolina attract and keep talented teachers.
Most recently we've been working in concert situations rather than clubs. because there aren't too many rooms there like Ronnie Scott's, that are pure music rooms, where people come specifically to listen to music.
So many schools have cut the music classes out of their curriculum. We're trying to fill that gap by teaching the teachers how to educate the kids about their musical heritage.
I've seen so many beautiful, strong, talented women stifled by male ego in rooms, and I want every young woman who feels that their music is being taken from them to know that they have a voice, and they have the tools, and that it's possible.
In the scientific community you find competent teachers and original researchers, just as in the musical community you find many good performers but very few good composers.
Odisha people are very musical. Our music industry has got many talented artists from Odisha. They love music a lot.
I used to take musical instruments home from elementary school. There were some music teachers there - we all learned instruments. A lot of us got started in public schools. Charlie Parker and Bud Powell, for example. But now there are no more music teachers in public elementary schools. It's like (Senator) Moynihan said, 'benign neglect.' Just let it rot and fester.
When I was in Wuhan, I went to the art school, which was one of the most important art schools in China, an enormous art school. One of the things that I saw is that the schools are very big and there are so many students. It is very difficult to me to teach creative activity to great numbers of people, because I think you need personal contact with students, you need to speak individually, you need individual contact between teachers and students, you need continuity. To me this is a problem in mass education in every society now.
We need more concept-development and active involvement, less tuning forks, pulleys, and friction formulas - students know they'll never use those. They need more study of outer space and DNA. They need more exciting teaching, more fair-minded encouragement, more career guidance, more mentorship. Both students and teachers need more feedback. It would help if we stopped protecting bad teachers - It's very difficult to get rid of even sexual perverts let alone just bad teachers.
There are still so many issues around young players, and we need to find the right way for them. What is really important? What does he need for his self-belief? For his development?
Locally lived hip-hop culture that is giving many of America's youth the tool they need to survive and thrive in America, in the face of public policy that have written too many young people off.
But it is equally necessary to consider the implications for a society if there are fewer and fewer young people making music because we are economising on music schools or musical education in schools.
Academic chairs are many, but wise and noble teachers are few; lecture-rooms are numerous and large, but the number of young people who genuinely thirst after truth and justice is small
History is littered with many, many talented young people who got a break damaged in the end by fame and other things when they were young and took it.
I've focused on making sure we have talented teachers and principals in our schools through proposals like the GREAT Teachers and Principals Act and the Presidential Teachers Corps.
Indeed there are many competent people who are plagued by a sense of inefficacy, and many less competent ones who remain unperturbed by impending threats because they are self-assured of their coping capabilities
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