[Congressional Record Volume 146, Number 73 (Tuesday, June 13, 2000)]
[House]
[Pages H4325-H4329]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]




 EXPRESSING THE SENSE OF CONGRESS REGARDING BENEFITS OF MUSIC EDUCATION

  Mr. McINTOSH. Mr. Speaker, I move to suspend the rules and agree to 
the concurrent resolution (H. Con. Res. 266) expressing the sense of 
Congress regarding the benefits of music education.
  The Clerk read as follows:

                            H. Con. Res. 266

       Whereas there is a growing body of scientific research 
     demonstrating that children who receive music instruction 
     perform better on spatial-temporal reasoning tests and 
     proportional math problems;
       Whereas music education grounded in rigorous instruction is 
     an important component of a well-rounded academic program;
       Whereas opportunities in music and the arts have enabled 
     children with disabilities to participate more fully in 
     school and community activities;
       Whereas music and the arts can motivate at-risk students to 
     stay in school and become active participants in the 
     educational process;
       Whereas according to the College Board, college-bound high 
     school seniors in 1998 who received music instruction scored 
     53 points higher on the verbal portion of the Scholastic 
     Aptitude Test and 39 points higher on the math portion of the 
     test than college-bound high school seniors with no music or 
     arts instruction;
       Whereas a 1999 report by the Texas Commission on Drug and 
     Alcohol Abuse states

[[Page H4326]]

     that individuals who participated in band or orchestra 
     reported the lowest levels of current and lifelong use of 
     alcohol, tobacco, and illicit drugs; and
       Whereas comprehensive, sequential music instruction 
     enhances early brain development and improves cognitive and 
     communicative skills, self-discipline, and creativity: Now, 
     therefore, be it
       Resolved by the House of Representatives (the Senate 
     concurring), That it is the sense of the Congress that--
       (1) music education enhances intellectual development and 
     enriches the academic environment for children of all ages; 
     and
       (2) music educators greatly contribute to the artistic, 
     intellectual, and social development of American children, 
     and play a key role in helping children to succeed in school.

  The SPEAKER pro tempore. Pursuant to the rule, the gentleman from 
Indiana (Mr. McIntosh) and the gentlewoman from California (Ms. 
Sanchez) each will control 20 minutes.
  The Chair recognizes the gentleman from Indiana (Mr. McIntosh).


                             General Leave

  Mr. McINTOSH. Mr. Speaker, I ask unanimous consent that all Members 
may have 5 legislative days within which to revise and extend their 
remarks on House Concurrent Resolution 266.
  The SPEAKER pro tempore. Is there objection to the request of the 
gentleman from Indiana?
  There was no objection.
  Mr. McINTOSH. Mr. Speaker, I yield myself such time as I may consume.
  Mr. Speaker, today we have a great opportunity to acknowledge the 
importance of music education, and to honor music educators across the 
Nation who contribute so much to the intellectual, social, and artistic 
development of our children.
  Music education has touched the lives of many young people in my 
State of Indiana and across this Nation. It has taught them teamwork 
and discipline while refining their cognitive and communication skills. 
Music education enables children with disabilities to participate more 
fully in school, while motivating at-risk students to stay in school 
and become active participants in the educational process.
  Daily, daily in this country music educators bring these benefits to 
our children. Without these committed, hard-working individuals, 
professional educators who impart the benefits of music education, they 
would never be realized by their students. Those educators are heroes 
in the lives of so many students.
  In passing this resolution, this House commends their work and their 
impact on the development of our young people.
  For me personally, Mr. Speaker, music education has played an 
important role. When I was a child, I first was given piano lessons, 
learned to play the piano. Later I played the tuba in the high school 
band in Kendallville, Indiana. I learned to play that instrument and 
played it in the band, as we went into marching band. Doing that taught 
me a great deal about discipline and hard work, and it is my fondest 
hope that my little girl Ellie will also love music and will learn to 
play an instrument of her own, as much as I did.
  Recently I had the privilege of speaking with a teacher, Mr. Bill 
Pritchett, who is the director of bands at Muncie Central High School 
in my home district and in my hometown of Muncie. Mr. Pritchard was at 
a field hearing held by Chairman Goodling and the Committee on 
Education and the WorkForce. He sees about 600 students a day.
  As I spoke with him about his work, it became very clear to me the 
passion that he brought to that was imparted onto those children, and 
that a well-run music program provides an effective way for those 
children to enhance their education.
  His program, much like other music programs across this country, also 
encourages parental and community involvement, practice and discipline, 
school pride, ability and self-esteem, socialization and cooperation. 
In the area of cognitive development, studies are abundant showing that 
music education already enhances education and brain activity.
  Mr. Robert Zatorre, a neuroscientist at McGill University in 
Montreal, made this very poignant observation: ``We tend to think of 
music as an art or a cultural attribute. But in fact, it is a complex 
human behavior that is as worthy of scientific study as any other.''
  Studies indicate that music education dramatically enhances a child's 
ability to solve complex math problems and science problems. Further, 
students who participate in music programs often score significantly 
higher on standardized tests.
  Accordingly, the college-bound high school seniors in the class of 
1998 who received music education in their high school career scored 53 
points, let me repeat that, 53 points higher on the verbal portion of 
the SAT and 39 points higher on the math portion than those college-
bound students who had no music or arts instruction.
  Recent studies by psychologist Francis Rauscher at the University of 
Wisconsin at Oshkosh indicate that young children who receive music 
education score 34 percent higher on spatial and temporal reasoning 
tests. So we see that our young people already have an impact when they 
are taught to appreciate music in the schools.
  This study demonstrates a clear correlation between music education 
and math and science aptitude.
  Gwen Hunter, a music teacher in DeSoto and Albany Elementary Schools 
in my district in Indiana recently sent me a letter. I want to quote 
from her letter today for my colleagues.
  Ms. Hunter said, ``I feel strongly that the arts broaden children's 
creativity, self-esteem, and emotional well-being. Music is an area of 
study that builds cognitive, affective, and psychomotor skills that can 
be transferred to other areas of interest. It caters itself to the 
different types of learners by offering opportunities to visual 
learners, listening learners, and kinesthetic learners. Music education 
allows students the opportunity to develop and demonstrate self-
expression.''
  Ms. Hunter is so right. Developing and demonstrating self-expression 
is a positive way, and it also directs young people away from more 
destructive behaviors. Basically, studies show kids who are in band, 
choir, or otherwise involved in music are less likely to get into 
trouble, less likely to use drugs.
  A 1999 report by the Texas Commission on Drug and Alcohol Abuse found 
that those individuals who participated in band or orchestra reported 
the lowest levels of current or lifelong use of alcohol, tobacco, and 
illegal drugs.
  As we can see, Mr. Speaker, music education is an important academic 
discipline that can provide a deep, lasting contribution to a child's 
education on so many different levels.
  Unfortunately, there are families in our country who cannot afford to 
buy the instruments for their children, and schools who do not have the 
resources to provide students with those instruments. Fortunately, 
there are opportunities for Members of this House and any Americans who 
are listening today to make a difference and to help those children who 
want to acquire an instrument, because this week, June 16, June 12 
through 16, NBC's Today Show will focus on the importance of music 
education in supporting VH1's Save the Music Campaign.
  During this week, VH1, along with their national partners, NAMM, the 
International Music Product Association, and the American Music 
Conference, will be conducting a nationwide instrument drive, Save the 
Music Campaign. They will be collecting instruments for needy schools 
at over 7,500 member sites of NAMM, as well as at over 300 Border Books 
locations.
  Anyone who happens to have an old trumpet, flute, clarinet, 
saxophone, maybe even a tuba, hiding in their attic, let me ask them 
tonight, take that old instrument to one of their local music stores or 
a local Borders Bookstore and turn it in, donate it, so some child 
somewhere in America will be able to enjoy that instrument.
  In so doing, you will open up a world of their dreams where they can 
enjoy music, learn it for themselves, and be able to experience the 
benefit of music education.
  I do want thank VH1, NAMM, AMC, and Borders Books for providing this 
opportunity for more of our Nation's children to have the proven 
benefits of music education.
  As we stand here today recognizing the value of music education, I 
encourage everyone, Members of Congress, school administrators, 
teachers, charitable groups, parents, and concerned

[[Page H4327]]

Americans, to get involved in supporting music education in their local 
schools.
  Mr. Speaker, I appreciate the opportunity to bring this resolution to 
the floor and to talk about the benefits of music education. I urge all 
of my colleagues to support the resolution.
  Mr. Speaker, I reserve the balance of my time.

                              {time}  2310

  Ms. SANCHEZ. Mr. Speaker, I yield myself such time as I may consume.
  Mr. Speaker, I am proud to be here today to support this resolution. 
I am a cosponsor of this resolution authored by my colleague, the 
gentleman from Indiana (Mr. McIntosh), who I serve with on the House 
Committee on Education and the Workforce.
  This legislation speaks to an element of everyday life in America. We 
may sometimes overlook the important role that music plays in our 
society, but it has been a part of human culture since the beginning of 
time. That is why music must be a part of our education system.
  Not only does music education increase our children's ability to 
excel in the complex challenges they will face in subjects such as math 
and science, music prepares students to face the challenges outside of 
the school building. Music teaches self-discipline, communication, and 
teamwork skills. The whole is greater than the sum of the school band's 
part. Music keeps our children out of gangs, away from drugs and 
alcohol. These things apply to all of our children, and that is why all 
of our children should have the opportunity to play music, especially 
in school.
  I was a little disappointed to see a program aimed at using the arts 
to help at-risk children succeed academically eliminated, and I am 
looking forward to working on a more bipartisan approach to this 
educational policy. Music education has proven its successes time and 
time again.
  For example, in the Silicon Valley, where amazing numbers of our 
Nation's brightest engineers are musicians, or in our medical schools 
where the number of students admitted from backgrounds in music 
sometimes outnumbers those who come with a background from 
biochemistry, for example; and in third grade classrooms, where 
learning about whole notes and half notes and quarter notes is what 
teachers are using to teach fractions and all of this is made possible 
by a very special group of professionals, music teachers.
  Today we honor those gifted educators who expand children's worlds 
through music, and we thank them and we commend them for their work.
  These are the people who take on extra jobs so they can teach music 
to our children. These are the people who often spend their own money, 
like many other teachers, to purchase program supplies so that in times 
of school budget cuts our children will not suffer and they will have 
their music.
  I urge my colleagues to join me in honoring America's music teachers 
and in supporting our Nation's music programs.
  Mr. Speaker, I reserve the balance of my time.
  Mr. McINTOSH. Mr. Speaker, I yield such time as he may consume to the 
gentleman from Pennsylvania (Mr. Goodling), the distinguished chairman 
of our committee.
  Mr. GOODLING. Mr. Speaker, I thank the gentleman from Indiana (Mr. 
McIntosh) for yielding me this time.
  Mr. Speaker, I rise today in support of H. Con. Res. 266, expressing 
the sense of Congress regarding the benefits of music education. First 
I want to thank music teachers across the country for their efforts. 
Music education is an important part of a well-rounded education and 
its benefits last a lifetime. I also want to thank the gentleman from 
Indiana (Mr. McIntosh) for bringing this legislation forward. He is a 
valued member of the Committee on Education and the Workforce. It is 
clear from his efforts on the committee and on the floor today that 
education of our Nation's children is an issue that is very important 
to him.
  I know from my experience as a teacher that music education can 
improve discipline and educational achievement. However, there is now a 
growing body of scientific evidence to support this.
  Recent studies indicate that music education at an early age results 
in improved math and science aptitude. According to the College Board, 
students with four or more years of arts education score significantly 
higher on the SAT than those without an arts background. According to 
the March 15, 1999, edition of Neurological Research, second and third 
graders that first learned eighth, quarter, half and whole notes, 
scored 100 percent higher on fractions tests than their peers who were 
taught fractions using traditional methods alone.
  Equally important are the findings of the Texas Commission on Drug 
and Alcohol Abuse. In its 1999 report, it found that individuals who 
participated in band or orchestra reported the lowest level of current 
and life-long use of alcohol, tobacco and illicit drugs. Clearly, the 
benefits of music education can last a lifetime.
  I remain concerned that when schools and school districts face 
financial hardships, music education is often one of the first subjects 
cut.
  This Congress is taking concrete steps to improve our music education 
programs. Recently my committee favorably reported H.R. 4141, the 
Education OPTIONS Act, which will make arts and music education an 
allowable use of funds in our after-school and drug prevention 
programs. It will also make improvements to the arts and education 
program and for the first time allow music educators to have a role in 
the grant-making process.
  Many of my colleagues know how important my music is to me. Some 
walking past my office late at night may even have heard me playing my 
piano. It would truly be a tragedy if we lived in a world where we did 
not teach music to our children. Unfortunately when I retire and leave, 
the piano is too heavy to carry to give away to someone else. I will 
have to see whether they can come and pick it up.
  Mr. McINTOSH. Mr. Speaker, will the gentleman yield?
  Mr. GOODLING. I yield to the gentleman from Indiana.
  Mr. McINTOSH. I thank the gentleman for that thought.
  Mr. GOODLING. I commend our country's music teachers for their 
efforts and for the role they play in the lives of our children, and I 
urge my colleagues to join me by supporting this legislation and vote 
yes on final passage.
  Ms. SANCHEZ. Mr. Speaker, I yield 3 minutes to the gentleman from 
Tennessee (Mr. Clement). He is a Member of this body who has long led 
our efforts on behalf of school music education.
  Mr. CLEMENT. Mr. Speaker, this resolution has been brought forward 
expressing the importance of music education to the floor tonight.
  Mr. Speaker, I come from Nashville, Tennessee, which we call Music 
City USA, this week to celebrate Fan Fair. We will have people from all 
over the country to meet their favorite country music singers and 
listen to their music.
  Music has had a profound impact on my home State, influencing many 
Tennesseans, enriching our lives. As Fan Fair gears up and VH-1 teams 
in concert with the Today Show to promote Save the Music programs, 
which is something that we are all proud of, I just cannot say what 
music and art have done in the lives of so many people. I am delighted 
to be an original cosponsor of this legislation because music education 
is something that is extremely important and should be important to all 
of us.
  I have been a supporter of music and art education in schools for a 
long time because I know firsthand how influential it is. Both my 
daughters have taken music lessons and play the violin and the piano. I 
have seen firsthand the benefits their music education has afforded 
them developmentally, socially, and academically. I believe that we 
must provide our students with this opportunity. We can all appreciate 
the cultural and social benefits music education provides. Children who 
are involved in music programs gain not only appreciation for music and 
the arts but also self-confidence and social skills.
  Beyond this, music education directly affects a child's ability to 
excel academically. Lessons learned through music classes transfer to 
study skills, communication skills, and cognitive skills. Music study 
helps students learn

[[Page H4328]]

to work effectively in the school environment without resorting to 
violent or inappropriate behavior.
  Clearly, the benefits of music education extend far beyond the music 
classroom. Just as we would not think of doing away with math or 
science or history, we should not consider eliminating music from our 
schools' curricula.
  I urge my colleagues to join me in supporting this resolution.

                              {time}  2320

  Ms. SANCHEZ. Mr. Speaker, I yield 4 minutes to the gentleman from 
American Samoa (Mr. Faleomavaega).
  (Mr. FALEOMAVAEGA asked and was given permission to revise and extend 
his remarks.)
  Mr. FALEOMAVAEGA. Mr. Speaker, I first want to commend the gentleman 
from Indiana (Mr. McIntosh) for his sponsorship of this resolution 
which I think is commendable. I want to commend also the gentleman from 
Pennsylvania (Mr. Goodling), the chairman of the full committee, and 
the gentlewoman from California (Ms. Sanchez) for managing on our side 
of the aisle this piece of legislation.
  I want to suggest to the gentleman from Pennsylvania (Mr. Goodling), 
my good friend, that I would be more than happy to accept his piano 
before he goes back to his home district in Pennsylvania. I would be 
more than happy to take him up on that.
  To the gentleman from Tennessee (Mr. Clement), my good friend, I do 
not know if other Members have had the privilege, but I have had the 
privilege of meeting Elvis Presley personally because we first 
participated in the movie that he made in Hawaii, which was called 
``Paradise Hawaiian Style'' and for which I was privileged to work as 
an extra. I met the great Elvis, a fantastic humble person. I just 
thought I wanted to note that to the gentleman from Tennessee since so 
much of Elvis' history and his eloquence is being one of the greatest 
musicians in our country.
  Mr. Speaker, I do rise today in support of the special recognition of 
the benefit of teaching music to children in our Nation's educational 
system. I started playing musical instruments early in my own life. I 
play the piano. I play the guitar. I play the ukulele. I even play the 
balilaika. I do not even know if any of my colleagues know what that 
is. That is a Russian guitar. I play even the autoharp. Now my little 
daughter is trying to teach me how to play the violin.
  I enjoy playing these instruments, Mr. Speaker. I know it has 
benefited me throughout my life. I have seen the positive influence it 
can have on others. Music have been an integral part of Pacific Island 
cultures for thousands of years. To this day, we pass on our 
traditional songs from generation to generation.
  It is true this music in our traditional legends that a 3,000-year-
old culture has survived. For example, in my own Samoan culture, music 
is the thing that ties our whole Samoan community throughout the world. 
I have noticed the same to be true for other cultures as well. From 
Africa to Europe to Asia to the Pacific, music helps keep our societies 
together.
  It is my hope that with our increased ability to communicate 
globally, we can use new technologies to find new ties to bind us 
together throughout the world.
  Recently, studies have shown that there are clear benefits to 
including musical instruments as part of a well-rounded academic 
program. Students of music seem to score higher on standardized tests, 
have lower rates of abuse of alcohol, tobacco, and illicit drugs, and 
have improved cognitive and communicative skills, self-discipline and 
creativity.
  What is music, Mr. Speaker? Music defines our humanity, whether it be 
times of sorrow or happiness; and above all, music lifts our souls and 
brings us closer to that divine source from whence all form of life 
depend upon. So let us hear it for music education.
  Ms. SANCHEZ. Mr. Speaker, I yield myself such time as I may consume 
to conclude.
  Mr. Speaker, I just would like to say that one of the things that the 
gentleman from Indiana (Mr. McIntosh) spoke about earlier was this 
whole idea of looking through one's closets and getting that instrument 
out and donating it to a local school so that our children can have 
music in their lives. It is a real exciting thing to do.
  Our office recently was able to get our hands on some excess music 
sheets. We had the entire office filled back in the district. We 
noticed all of the school music directors that we had all of this music 
that they could come by and browse and pick out for free and take back 
with them in order to use it for the education of our children.
  It was amazing because, before our office opened at 8:30 in the 
morning, there was a line of music professors from the different high 
schools and the elementary schools waiting to see what we had. They 
came in, and I tell my colleagues that we thought it would run for 
about 3 or 4 days in the district where they could come in and look 
through and take back with them whatever they wanted. The fact of the 
matter is that, within 3 hours, about 80 percent of the material had 
been carted off by our music teachers in our district.
  So I would just say that there is a great need and a great desire, in 
particular that these music teachers do really take their time to go 
and find material and bring it back and teach our children. It is a 
great experience. In my own elementary and secondary education, I also 
played an instrument in the band and was in the choir. So it is a great 
thing for our children.
  With that comment, let us do the right thing for our children. Let us 
have music in their lives. When they have it in their lives, we have it 
in our lives.
  Mr. Speaker, I yield back the balance of my time.
  Mr. McINTOSH. Mr. Speaker, I yield myself such time as I may consume.
  Mr. Speaker, I want to thank the gentlewoman from California (Ms. 
Sanchez) for her leadership on the committee. Her remarks tonight 
reminded me that my wife, Ruthie, has told me several times about how 
she in her education had missed out on multiplication tables because 
her dad was in the Navy, so they moved from school to school. The year 
when she was to learn multiplication was different in each of the 
schools, and somehow it fell between the cracks.
  So a beloved aunt of hers, Kathy McManis, one summer spent the summer 
working with Ruthie teaching her to learn multiplication through songs 
that they would make up about the multiplication tables. So that was an 
early example in our family of music education really transcending over 
into learning math, as the gentlewoman from California (Ms. Sanchez) 
mentioned about the class that learned fractions through song. So it 
can be done.
  I also want to mention that undoubtedly history will write that there 
was another Elvis sighting here tonight to bless this effort of ours. I 
appreciate the gentleman from American Samoa (Mr. Faleomavaega). 
Someday I will ask him to play ``Nothing But a Hound Dog'' on that 
Russian guitar and entertain all of us with that.
  Also, I want to especially thank the gentleman from Tennessee (Mr. 
Clement). Oftentimes in Congress, the person who first starts working 
on the issue is not the one who ends up bringing it forward to the 
floor. Really, credit goes to the gentleman from Tennessee (Mr. 
Clement) for years ago realizing how important this was crafting the 
support for this issue, helping to write the resolution. I want to 
record that credit really goes to him for this being a child of his 
that he thought of, and now we are able to carry it to fruition. There 
is no stronger advocate, really, of music education in the House than 
the gentleman from Tennessee (Mr. Clement). We owe him a great deal of 
appreciation for that.
  I want to also thank the teachers from Indiana, Mr. Bill Pritchett, 
Ms. Gwen Hunter, Janet Morris, Mr. Don Ester who helped us put together 
the material for this, and all the music teachers across this great 
land of ours who put in those hours of dedication and effort and go 
scrounging for material, as the gentlewoman from California (Ms. 
Sanchez) described, the ones who she was able to help in her office. 
They are truly dedicated to making sure that the children who they work 
with have a great opportunity and have their horizons broadened.
  Two of my teachers, Mr. Peter Bottomly and Mr. Phil Zent, served as

[[Page H4329]]

role models for me in high school. They were both band directors when I 
was there and really brought out the love of music in the teaching for 
all of us in high school band at that time. The discipline that I 
learned there while mastering the tuba has indeed served me well.
  But with that, Mr. Speaker, let me thank my colleagues. I appreciate 
the chance to bring this resolution to the floor. I am proud of our 
House tonight for taking up this resolution on exactly how important 
music education is in our country.
  Mr. HOLT. Mr. Speaker, I rise in support of H. Con. Res. 266, 
legislation expressing the sense of the House regarding the benefits of 
music education. I am proud to join my colleagues in passing this 
bipartisan proposal today in the House of Representatives.
  As a teacher, I can testify to the value that music and art can have 
in a well-rounded academic program. There is a growing body of 
scientific research demonstrating that children who receive music 
instruction perform better on spatial-temporal reasoning tests and 
proportional math problems.
  Opportunities in music and the arts have also enabled children with 
disabilities to participate more fully in school and community 
activities.
  There is something special about music and the arts that speak to 
what is special and unique in the human spirit. Music and the arts can 
motivate at-risk students to stay in school and become active 
participants in the educational process. They teach all students about 
beauty and abstract thinking.
  According to the College Board, college-bound high school seniors in 
1998 who received music instruction scored 53 points higher on the 
verbal portion of the Scholastic Aptitude Test and 39 points higher on 
the math portion of the test than college-bound high school seniors 
with no music or arts instruction.
  Other data shows that individuals who participate in band or 
orchestra reported the lowest levels of current and lifelong use of 
alcohol, tobacco, and illicit drugs. Comprehensive, sequential music 
instruction assists brain development and improves cognitive and 
communicative skills, self-discipline, and creativity.
  Mr. Speaker, music education enhances intellectual development and 
enriches the academic environment for children of all ages. I am proud 
to join with my colleagues in passing this bipartisan resolution in 
recognition of these facts.
  Mr. BARRETT of Nebraska. Mr. Speaker, I rise today in strong support 
of H. Con. Res. 266, and in honor of all the music educators and their 
students across the country. We've all heard the statistics about how 
studying music helps kids learn math, and how students who participate 
in fine arts programs are less likely to use drugs or alcohol. And 
behind those statistics, are real teachers, making a difference every 
day in the lives of real kids.
  Each year, in Nebraska the Omaha World-Herald presents the ``My 
Favorite Teacher'' award to teachers across the state. This year, two 
music educators won the prize. One of the teachers, Jean McGee, is an 
elementary music specialist at Sandoz Elementary in my homestown. She 
was nominated by her student Drew Nguyen (pronounced: New yen) who 
wrote in his nomination, ``My teacher . . . taught me so much in my 
life so far . .  . Her music is the glory in my days, even rough 
ones.''
  Drew's comments remind me of my own experiences. When I was young, my 
music teachers helped instill in me a real appreciation for music. 
Because of their efforts and my parents' encouragement, I was able to 
turn my music lessons into a job with a jazz band that helped pay my 
way through college. Later, while I was in the Navy, I enjoyed playing 
in military bands and dance bands. My summers were spent playing so-
called ``one nighters'' throughout the midwest. Because of music, I 
developed lifelong friends, and savor the memories of one nighters ``on 
the road with the band.''
  For many students, like Drew and me, music teachers provided the 
opportunities to learn--not just about music scores and techniques, but 
also about how the arts can enrich daily life. I applaud all music 
teachers who continue to teach a truly universal language, and their 
students, and urge passage of H. Con. Res. 266.
  Mr. SWEENEY. Mr. Speaker, I rise today in strong support of House 
Concurrent Resolution 266 expressing the sense of Congress regarding 
the benefits of music education.
  The value of a musical education in our society is immeasurable. 
Music affords free expression and sharing of ideas and feelings. In 
this way, music represents our most basic Constitutional right of free 
speech and expression. Musical performers are ambassadors to other 
nations who spread the joys of our music and democracy.
  Music not only provides connections between cultures, but also across 
generations. Music has allowed me to form a closer bond with my 
children. Every summer we sit on the lawn of Saratoga Performing Arts 
Center in upstate New York, introducing each other to the symphony, 
rhythm and blues, country, Irish folk music, and rock and roll. Our 
experiences sparked a deep appreciation for music and truly allows us 
to enjoy the finer things in life.
  My own musical experiences with the trombone are among my most 
cherished school memories. These musical studies boosted my self esteem 
and confidence. Music education still has this same valuable impact on 
millions of Americans today.
  I cannot imagine America without music. I encourage my children, and 
all Americans, to immerse themselves in musical education. Sit down and 
listen to music together. Invite someone to a concert, musical or 
recital. Sign up for a music class. Discover the wonders of playing a 
musical instrument or turn on the car radio and enjoy the freedom music 
represents.
  Mr. Speaker, please join me in voting in favor of House Concurrent 
Resolution 266, expressing the sense of Congress regarding the benefits 
of music education.
  Mr. REYES. Mr. Speaker, growing up along the United States/Mexico 
border, music has always had a profound influence on my life. Music, 
like art, dance, and drama are windows through which we view culture. 
Music is a language that is understood by diverse people across the 
world and ties us together in our common humanity. With much of the 
strife and civil unrest that takes place in our world, music is one of 
those gifts that helps bridge cultural, social, and political gaps 
between people.
  In our schools, I truly believe that music education enhances 
intellectual development and enriches the academic environment for 
children of all ages. I think that an investment in music education is 
an investment in the health and well-being of our society. Music 
education gives our children the opportunity to explore and experience 
something that has deep meaning and significance to all of us. This is 
critically important and should not be taken lightly.
  The notes and scales in the musical scores are the threads that help 
us build and maintain the tapestry of culture. We all gain value 
through music, and we, as the 106th Congress, should support music 
education as an integral part of our educational curriculum. I urge my 
colleagues to support House Concurrent Resolution 266, expressing the 
sense of the Congress regarding the benefits of music education.
  Mr. McINTOSH. Mr. Speaker, I yield back the balance of my time.
  The SPEAKER pro tempore (Mr Terry). The question is on the motion 
offered by the gentleman from Indiana (Mr. McIntosh) that the House 
suspend the rules and agree to the concurrent resolution, H. Con. Res. 
266.
  The question was taken; and (two-thirds having voted in favor 
thereof) the rules were suspended and the concurrent resolution was 
agreed to.
  A motion to reconsider was laid on the table.

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