ORGANIZING ABILITY AND A SENSE OF LEADERSHIP
But the conductor must be more than a humorous-minded and imaginative musician. He must also (especially in these modern times) be an organizer, a business man, a leader. The qualities of leadership and organizing ability are so closely connected that we shall for the most part treat them together in our discussion, and they are so important that a fairly extensive analysis will be attempted.
In an article on Schumann in Grove's Dictionary Dr. Philip Spitta, the well-known historian and critic, comments upon the conducting of this famous composer as follows:[4]
Schumann was sadly wanting in the real talent for conducting. All who ever saw him conduct or played under his direction are agreed on this point. Irrespective of the fact that conducting for any length of time tired him out, he had neither the collectedness and prompt presence of mind, nor the sympathetic faculty, nor the enterprising dash, without each of which conducting in the true sense is impossible. He even found difficulty in starting at a given tempo; nay, he even sometimes shrank from giving any initial beat, so that some energetic pioneer would begin without waiting for the signal, and without incurring Schumann's wrath! Besides this, any thorough practice, bit by bit, with his orchestra, with instructive remarks by the way as to the mode of execution, was impossible to this great artist, who in this respect was a striking contrast to Mendelssohn. He would have a piece played through, and if it did not answer to his wishes, have it repeated. If it went no better the second or perhaps third time, he would be extremely angry at what he considered the clumsiness, or even the ill-will of the players; but detailed remarks he never made.
This estimate of Schumann's work as a conductor demonstrates unmistakably that he failed in this particular field, not because his musical scholarship was not adequate, but because he did not have that peculiar ability which enables one man to dominate others: viz., a sense of leadership, or personal magnetism, as it is often called. Seidl asserts[5] that Berlioz, Massenet, and Saint-Saëns likewise failed as conductors, in spite of recognized musicianship; and it is of course well known that even Beethoven and Brahms could not conduct their own works as well as some of their contemporaries whose names are now almost forgotten.
The feeling that one has the power to cause others to do one's will seems in most cases to be inborn, at least certain children display it at a very early age; and it is usually the boys and girls who decide on the playground what games shall be played next, or what mischief shall now be entered upon, who later on become leaders in their several fields of activity. And yet this sense of leadership, or something closely approximating it, may also be acquired, at least to a certain extent, by almost any one who makes a consistent and intelligent attempt in this direction. It is this latter fact which may encourage those of us who are not naturally as gifted along these lines as we should like to be, and it is because of this possibility of acquiring what in conducting amounts to an indispensable qualification that an attempt is here made to analyze the thing called leadership into its elements.
THE FIRST ELEMENT IN LEADERSHIP
The primary basis upon which a sense of leadership rests is undoubtedly confidence in one's general ability and in one's knowledge of the particular subject being handled. The leader must not only know but must know that he knows. This makes quick judgments possible, and the leader and organizer must always be capable of making such judgments, and of doing it with finality. The baseball player must decide instantly whether to throw the ball to "first," "second," "third," or "home," and he must repeatedly make such decisions correctly before he can become a strong and respected baseball captain. The same thing holds true of the foreman in a factory, and both baseball captain and factory foreman must not only know every detail of the work done under them, but must know that they know it, and must feel confident of being able to cause those working under them to carry it on as they conceive it. So the conductor must not only know music, but must have confidence in his ear, in his rhythmic precision, in his taste, in his judgment of tempo, in short, in his musical scholarship; and he must not only feel that he knows exactly what should be done in any given situation, but be confident that he can make his chorus or orchestra do it as he wishes. Think for instance of securing a firm attack on the first tone of such a song as the Marseillaise. It is an extremely difficult thing to do, and it would be utterly impossible to direct any one else exactly how to accomplish it; and yet, if the conductor knows exactly how it must sound, if he has an auditory image of it before the actual tones begin, and if he feels that when he begins to beat time the chorus will sing as he has heard them in imagination, then the expected result is almost certain to follow. But if he is uncertain or hesitant upon any of these points, he will as surely fail to get a good attack.
Such confidence in one's own ability as we have been describing usually results in the acquiring of what is called an easy manner—self-possession—in short, poise, and it is the possession of such a bearing that gives us confidence in the scholarship and ability of the leaders in any type of activity. But the influence of this type of manner cannot be permanent unless it rests upon a foundation of really solid knowledge or ability.
THE SECOND ELEMENT IN LEADERSHIP
The second element included in leadership and organizing ability is the power to make oneself understood, that is, clearness of speech and of expression. This involves probably first of all, so far as conducting is concerned, a voice that can be easily heard, even in a fairly large room, and that carries with it the tone of authority. But it includes also a good command of language so that one's ideas may be expressed clearly, and one's commands given definitely. An important point to be noted in this connection is that the conductor must be able to exercise rigid self-control, so as not to become incoherent under stress of anger, emergencies, or other excitement.
THE THIRD ELEMENT IN LEADERSHIP
The final element involved in leadership is a tremendous love of and respect for the thing that is being done. Napoleon became a great general because of his confidence in his own ability, and because of his very great enthusiasm for his work. Lincoln became one of the greatest statesmen of all times largely because of his earnestness, his extraordinary love and respect for the common people, and his unfaltering confidence in the justice of the cause for which the North was contending. Pestalozzi could never have become one of the world's most influential teachers if he had not felt that the thing he was trying to do was a big thing, a vital thing in the life of his country, and if he had not had a real love in his heart for his work among the ragged and untrained urchins whom he gathered about him.
And for the same reason it is clear that no one can become a strong and forceful conductor who does not have an overwhelming love of music in his heart. We may go farther and say that no conductor can give a really spirited reading of a musical composition if he does not feel genuinely enthusiastic over the work being performed, and that one reason for the sluggish response that musicians often make to the conductor's baton is the mediocrity of the music which they are being asked to perform. The conductor is not in sympathy with it (sometimes without realizing this himself), and there is consequently no virility in the playing or singing. The remedy for this state of affairs consists, first, in allowing only those who have some taste in the selection of music to conduct; and second, in inspiring all conductors to take much more time and much greater pains in deciding upon the works to be rehearsed. In directing a choir one may examine a dozen cantatas, or twenty-five anthems, before one is found that is really distinctive. If one stops at the second or third, and thinks that although not very good yet it is possibly good enough, very probably the choir will be found to be sluggish and unresponsive, filled with what Coward calls "inertia."[6] But if one goes on looking over more and more selections until something really distinctive is discovered, it is more than probable that the chorus will respond with energy and enthusiasm.
We have heard many arguments in favor of teaching children only the best music, and here is yet another, perhaps more potent than all the rest. They must be taught only good music because you as a musician will find it impossible to become enthusiastic over mediocre or poor works; and if you do not yourself glow over the music that you are directing, you will hardly succeed in arousing the children's interest, for enthusiasm