Wall Street Journal I had a teacher once who called his students "idiots" when they
screwed up. He was our orchestra conductor, a fierce Ukrainian immigrant
named Jerry Kupchynsky, and when someone played out of tune, he would
stop the entire group to yell, "Who eez deaf in first violins!?" He made
us rehearse until our fingers almost bled. He corrected our wayward
hands and arms by poking at us with a pencil.
Today, he'd be fired. But when he died a few years ago, he was
celebrated: Forty years' worth of former students and colleagues flew
back to my New Jersey hometown from every corner of the country, old
instruments in tow, to play a concert in his memory. I was among them,
toting my long-neglected viola. When the curtain rose on our concert
that day, we had formed a symphony orchestra the size of the New York
Philharmonic.
I was stunned by the outpouring for the gruff old teacher we knew as Mr.
K. But I was equally struck by the success of his former students. Some
were musicians, but most had distinguished themselves in other fields,
like law, academia and medicine. Research tells us that there is a
positive correlation between music education and academic achievement.
But that alone didn't explain the belated surge of gratitude for a
teacher who basically tortured us through adolescence. [...]
I would ask a different question. What did Mr. K do right? What can we
learn from a teacher whose methods fly in the face of everything we
think we know about education today, but who was undeniably effective?
As it turns out, quite a lot. Comparing Mr. K's methods with the latest
findings in fields from music to math to medicine leads to a single,
startling conclusion: It's time to revive old-fashioned education. Not
just traditional but old-fashioned in the sense that so many of us knew
as kids, with strict discipline and unyielding demands. Because here's
the thing: It works. [...]