Harpsichord News

Oswald Ragatz

Oswald G. Ragatz served as professor of organ and chairman of the organ department at the School of Music at Indiana University from 1942–1983. Sadly, Mrs. Ragatz passed away after a long illness in 1998. When the Positive division was added to the organ at First Christian Church, where Mary so lovingly played for so many years, the Reuter organ was dedicated in her memory. Dr. Ragatz can be reached by contacting him at Meadowood Retirement Center in Bloomington, Indiana. David K. Lamb is currently the organist/choir director at First United Methodist Church in Columbus, Indiana. Graduating from IU in 1983, the year Ragatz retired, he completed the Doctor of Music degree at Indiana University in 2000. Dr. Lamb was recently appointed the District Convener for the State of Indiana by the American Guild of Organists.

Introduction by David K. Lamb
For more than 40 years, Oswald Gleason Ragatz served as chairman of the Organ Department of the Jacobs School of Music at Indiana University. On October 30, 2007, “Ozzie” celebrated his 90th birthday. Witnessing many changes through those years at Indiana University, Dr. Ragatz has also seen many changes in the organ world and in church music practices in the years since his retirement from IU in 1983.
I recently enjoyed the chance to visit with Dr. Ragatz in his home at Meadowood in Bloomington. Full of stories and anecdotes, as always, he was ready to recount his years at IU in full detail. What a joy it was listening to those reflections as Dr. Ragatz revisited the events in his early life that led him to his 40-year teaching position at Indiana University.
“Guardian Angel” is a wonderful exposé by Dr. Ragatz, detailing the sequence of events that made up the path leading him to Indiana University in 1942. In the words of Oswald Ragatz, please prepare to travel with him on this journey to Indiana University.

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During my 25-year employment as organist-choirmaster in Presbyterian churches, I never heard the term predestination mentioned from the pulpit. But I understand that belief in predestination is one of the tenets of the Presbyterian faith. My Unitarian and agnostic friends shake their heads in patronizing dismay, when, instead of attributing some event to predestination or to sheer luck, I refer to my “Guardian Angel.” Probably influenced by all those charming angels in Renaissance paintings and those lovely little winged cherubs in the rococo churches in Europe, I personally would rather attribute the chain of events that greatly determined my life to an angel than to luck or to predestination. Luck never did me any good in those very brief encounters with the slots in the casinos in Las Vegas, and of course no serious angel would look after anyone foolish enough to wager hard-earned cash on those automated bandits. And I’m not a Presbyterian. But let me recount those events that directed my life, and the reader or listener can decide, Guardian Angel, Lady Luck, predestination, or whatever.
I guess I must start way back in the midst of the Great Depression and the Democratic landslide of 1932 that brought Franklin Roosevelt into the presidency, and that cleaned out all of the Republican county office holders in Logan County, Colorado, including my dad. The ensuing years found the Ragatz family trying to make a meager living from a small, 40-acre farm at the edge of my hometown, Sterling, Colorado. Farm labor, dust storms, locust plagues, and fundamentalist, straight-laced parents contributed nothing to the wished-for joie de vivre of high school student Oswald Ragatz. It must have been about then that Guardian Angel was assigned to look out for this puny kid, whose interests were music and architecture, thus contributing to the general scorn of his macho classmates.

High school days
The angel first appeared in the guise of a high school math teacher, Miss Smith. It was she who set me on the path that would lead to my escape from the dead-end existence of life on the dreary eastern plains of Colorado. It was Miss Smith who asked me to stay after algebra class so that she could talk to me, as she had some very exciting information to impart. My grade average was one-half point above that of one Verda Guenzi, and Verda and I had the highest grade average of our class. I probably should at this point give credit to the newly hired empathetic gym teacher, who had taken me in hand and had introduced me to gymnastics. This had had a marvelous effect on me. I was no longer the class wimp with C and D grades in gym. I now got an A in gym, which got me that one-half grade point above Verda Guenzi. (Was possibly Mr. Durfee the gym instructor an assistant Guardian Angel? Whatever.)
At any rate, Miss Smith pointed out that the University of Denver gave a four-year, full-tuition scholarship to the graduating senior valedictorian in the six largest high schools in the state. If I maintained a straight A average for the remaining years in Sterling High School, I would be able to go to college at the prestigious university in Denver, a city where there could also be numerous musical opportunities. That put on hold my interest in architecture; the nearest school offering architecture was Kansas U., which of course was out of the question. And anyway, no one was employing architects during the Depression.
My parents were elated by this news, and my mother, who was your basic taskmistress, went into a full cry. For the next two and half years, I became no longer the class wimp but now the class grind, the resident ant being held in some awe by the grasshoppers, my classmates. Verda Guenzi didn’t have a chance, poor girl.

Off to the University of Denver
Now things were getting under way in this chain of events. My dad’s brother lived in Denver and was married to a professional musician, a singer of some note in the city. They suggested that I live with them while attending the University of Denver. Their four sons were grown and out of college. I could pay for my room by accompanying students in my aunt’s studio and eventually accompanying her on singing engagements. There would be other duties—in-house chore boy, chauffeur for Aunt Ruth on occasions, etc.
Sterling, a town of less than 8,000, had a remarkable music program in the schools; the high school band and orchestra perennially won first place in the state competitions. I had begun playing oboe when just out of the sixth grade, and in six years had become quite proficient. In 1938 a symphony orchestra was formed in Sterling to accommodate the sizable number of graduates of the school’s music program who still lived in town and who wanted an outlet for their talent. Though still in high school, I was playing oboe in this symphony that had been organized during my senior year.
Guest conductors were brought in for the three concerts that we played. The most important of these guests was Horace Tureman, director of the Denver Symphony. I don’t remember what we played, but there must have been an important oboe part. At any rate, when I enrolled in music theory the first semester at the university, who should be the teacher but Horace Tureman! And wonder of wonders, he recognized me. After class, he asked to talk to me, saying that he remembered me from the orchestra concert he had conducted in Sterling, and would I like to fill the opening in the Denver Civic Symphony for the second chair oboe? The pay was not great, but it enabled me to pay my uncle for my board. Did my Guardian Angel arrange for all this? But I continue.
I had played piano since I was six years old, my mother being a piano teacher. And I had my first organ lessons the summer after the eighth grade, and became the organist at the Methodist church that fall. During my last year in high school, my parents managed to scrape up enough cash to enable me to drive the 140 miles up to Denver once a month for oboe lessons and organ lessons with the organist-choirmaster of St. John’s Episcopal Cathedral. Now, living in Denver, I hoped to be able to continue organ lessons, although payment for same would be a problem. But not to worry, said my teacher. There was an opening for an organist at Broadway Baptist Church. He told me to try out for the job; I did and got the job. Those four years of playing for First Methodist in Sterling for little more than a Christmas remuneration had prepared me for the paying job in Denver.
So now I had enough monthly income to pay for organ lessons, textbooks, and music. I had been pretty burned out by the tension of making straight A’s during high school, so now I had decided to slack off a bit in college. However, shortly after the first semester had begun, I received a nice letter from the University Chancellor congratulating me on having won the scholarship and indicating that academic excellence would be expected of me. Furthermore, he indicated that since scholarship students were expected to give some services to the university, and in view of my experience as an organist, I would be expected to play the organ for university functions as needed—before lecture in the chapel, for example.
This was OK by me. It gave me unlimited access to the chapel organ for practice and resulted in my being asked by the Dean of Women to furnish background music on the Hammond electric organ in the posh Renaissance room in the library where teas were the style in those days. For each of these events I was paid $3 and engendered a high profile among the female elite of the student body who were wanting to go to the teas—the girls of the Pan Hellenic Society, the Associated Women’s Students, etc.
So my fingers (on the ivories) were doing the walking—well, the earning, and my parents did not have to fork over that first dollar for my undergraduate training, just an occasional dressed chicken sent by my mother to Aunt Ruth, but that was it. I felt that I was independent, I was living in a sophisticated environment at my uncle’s, and I no longer felt inhibited by my strict parents’ restrictions—and I had a ball! I was pretty naïve and thoughtless though; things had worked out so well for me, so why worry about the future? Incidentally, I did graduate eighth from the top in my class, due to the chancellor’s veiled admonitions four years earlier. But I must continue.

Clarence who?
I am not quite finished with undergraduate years. The next vignette may seem inconsequential, but keep in mind, it turned out to be very significant. The setting: a picnic in the mountains. Who was there? I don’t remember, just a bunch of college students. What? I was sitting on a big rock eating a hot dog when a blonde girl I didn’t know joined me and initiated conversation. She was quite hep, and shortly had me telling her about my interest in organ playing. At that point, she became very excited and said that I must meet her uncle from New York, Clarence Dickinson, who would be in Denver in a couple of weeks. Her enthusiasm caused me to think that Uncle must be a man of some importance. And indeed the name was familiar to me: Dickinson was the author of the organ method text given to me by my cousin, my first organ teacher, that summer after my eighth grade.
I was only mildly impressed, however, but I did mention this information to my organ teacher at my next lesson. Well, his reaction let me know that Clarence Dickinson was indeed a person of importance, being the head of the School of Sacred Music at Union Theological Seminary in New York City. So, a week later, I was playing two of my biggest pieces at St. John’s Cathedral for Dr. Dickinson, my teacher having somehow made contact with him in Denver. Tall, dignified, with white hair and mustache, Dr. Dickinson was cordial, and, I thought, politely complimentary. But I was still only mildly interested; I was probably preoccupied thinking about the impending fall Pan Hellenic formal. By the way, I never encountered the blonde niece on campus again. Was she my Guardian Angel in disguise? If so, she must have been pretty bored by my lackadaisical lack of enthusiasm. But guardian angels must be patient, and fortunately Guardian Angel didn’t forsake me, as will soon become evident. She just became a bit more devious. So I continue.

Aunt Ruth: gateway to Eastman
I have mentioned my Aunt Ruth previously. There is no doubt that she was my mentor if indeed not my Guardian Angel. She introduced me to the facets of the professional musical world, and she and Uncle Arthur took considerable pains to civilize their shy and unhep nephew from Sterling. By my senior year, Aunt Ruth had sensed my lack of a clear picture of what I was going to do the next year after graduation. My Bachelor’s degree in Social Sciences had presumably prepared me for getting a job in some small-town high school teaching history or social studies. But it was obvious that my interest and talents lay elsewhere—in music, of course.
Aunt Ruth had a former voice student who had gone to the Eastman School of Music in Rochester, New York, and had high praise for the school. It sort of became understood during my senior year that I should go to graduate school the year after graduation from Denver. So I applied to Eastman and was accepted. However, I don’t remember now that I was particularly concerned about the financial requirements this expensive school would entail. I guess that I naïvely assumed that it would work out some way. It always had, hadn’t it? Of course, if there were sounds of fluttering angel wings, I didn’t notice.
I taught some organ students during the summer and played oboe in the Sterling summer band. So I had a little money in my pocket when I started out for New York with my two friends in the model A Ford. We traveled economy class, camping out, cooking our own food, and cheating on entrance fees at places like Mount Vernon. After two weeks of travel and visiting the 1939 World’s Fair in New York, we arrived in Rochester. The semester had not yet started, but I went into the Eastman office to see what a student did about housing. There was no men’s dormitory, but I was given a sizeable list of rooming houses near the school that catered to Eastman students. The person I talked to about this looked at a register of entering students (probably to see if I were indeed a legitimate entrant), and seeing that I was to be an organ student she immediately told me that an organ job was open and would I like to try out for it?
And OK, yes, a lady had called for an organ student to come to her home and play her pipe organ during tea that she was hosting. It was intimidating that in view of the address this would undoubtedly be in one of the mansions out on East Avenue where the old elite of Rochester held forth. Well, I had brought with me my “tea time” music, thanks to those $3 gigs I’d played for at the University of Denver—I’d “been there, done that.” This gig was indeed in a mansion on East Avenue and was on an Aeolian pipe organ, the instrument of choice in those days for those who could afford such a pipe organ in their home. And needless to say, the pay was considerably more than $3. And, when I had my audition at Emanuel Lutheran Church, I got that job. So I had money to pay for my room and board—board by eating on $1 a day at a cafeteria across the street from the school.
Did Guardian Angel arrange it that I got to Eastman several days before the other students arrived, so I had no competition for these jobs and the opportunities to make some money?
By this time things had improved for my parents. Sterling was having a modest oil boom, and new houses were being built. Three blocks of our farm abutted on a subdivision, and it became possible to sell some of our property for city lots. I felt able to ask for tuition money, since I’d cost my parents nothing for my undergraduate education.

Life at Eastman
I found life at Eastman a far cry from my Denver experience. As an undergraduate in Denver, I had played an organ concerto with the Denver Junior Symphony, the Grieg piano concerto with the University Orchestra, and the organ part to the Saint-Saëns Organ Symphony with the Denver Civic Symphony. Big deals!!! Big toad in what I now found out had been a fairly little puddle. My uncle, who was somewhat of a VIP in some circles in the city, reported stiffly one evening at dinner that when he had that day been introduced to someone, he was asked, “By any chance are you related to Oswald Ragatz that young organist?” May I say, that that “made my day.” Country nephew, indeed!
But things now were different in Rochester. I was just a new student in one of the top professional music schools in the country. And believe me, there is no place more competitive than a big music school. Nearly all of my fellow graduate students had undergraduate degrees in music, many from Eastman itself. During my time at Eastman I learned discipline, humility, and respect for what the music profession really was like.
My Guardian Angel was no doubt cheering a bit seeing her/his protégé getting his comeuppance. But I was not being crossed off the list that year. Oh no! So I must continue this saga.
About the Lutheran church: it had an organ the likes of which I had not encountered. At that point, the organ world in the United States was just beginning to become aware of a renaissance in organ tonal design that had begun in the middle of the 20th century. The new instruments that were being built by many European builders and by a few avant garde builders in the United States were referred to as Baroque organs because the builders were attempting to design their organs on the tonal principles of the great old European organs of the 17th and 18th centuries. The organ at my church was a newly built instrument by the Walter Holtkamp Company, one of the first of these avant garde American builders. After a year with this organ at Emanuel Lutheran, I understood how to use it. This experience became very valuable for me, as will be noted later on.
The choir director at church was a talented young man who was the choral person in one of the big Rochester high schools, and his church choir was made up almost entirely of high-school age singers. I was getting some very good experience in choral techniques by observing how Ernie Ahern worked with the choir. I had had no training in choral work up to this point. The second year in Rochester, I actually did some private coaching with Mr. Ahern, and what I learned became the basis of my career as choirmaster through all my life.
One other facet of the Rochester experience must now be mentioned to make clear how the chain of events developed. If one link in the chain had not been there, there would have been no chain. When I obtained the list of rooming houses suitable for an Eastman student, my choice was purely arbitrary (or was Guardian Angel getting into the act again?). The first place I investigated was a big, old, three-story Victorian home, housing a dozen or so men, half of whom were students, the others single professional men. The maiden lady that ran the establishment had a nice vacant room (due, I presume, to the fact that I had gotten there before other students had arrived in the city). It was a congenial bunch of fellows, who all seemed to be on a tight budget, so we frequently ate supper en masse (I could hardly honor the meal as dinner) at the aforementioned cafeteria.

Wilson College
One of the students, a fine violinist, and I became very good friends. It turned out that John’s father was the head of the music department of Wilson College, an undergraduate woman’s college in Chambersburg, Pennsylvania. When John came back from Christmas holidays, he told me that the organ teacher at Wilson College was going on sabbatical the second semester the next year, and his father, Prof. Golz, thought I might want the job as substitute for a semester. Of course I was most interested, and as a matter of fact I went down to Chambersburg with John during spring break to be interviewed. I played for Prof. Golz, and he seemed pleased and offered me the job. A real teaching job with a salary—$850 for the semester as I remember it! But that was 1940, and remember, I was eating on a dollar a day, so that seemed like a gold mine. I was just beginning to cope with the competitive stress of Eastman and the demanding teaching of Harold Gleason, my organ professor, so I was very glad to stay on at Eastman for the summer and fall semesters, which enabled me to get a second major, namely in music theory. Then in January of 1941, I arrived at Wilson College, with its faculty comprising chiefly elderly ladies. Now that was an interesting experience for a 23-year-old kid hardly dry behind the ears. It could furnish material for another different document, but that would have no relevance in this tale, except for two non-Wilson people with whom I made friends.
There was a young lawyer in Chambersburg who was very interested in music, and since there were not many opportunities for social contacts with people in their twenties, he immediately contacted me, and we became lifelong friends. He lived with his mother in Chambersburg, and they were frequently visited by his sister Selma, a music teacher in Baltimore and a graduate of N.Y.U. Selma was about my age, and we became good friends also—we dated in fact.
The semester at Wilson College was all too short, and I was having to face a very uncertain future. World War II was in full cry, and I had registered for the draft while in Rochester. So that dark cloud was hovering over my head. But I had had no word from Uncle Sam, so in the meantime I had to hunt for a job. I registered membership with a teacher’s placement agency in Chicago—Clark Brewer. And in May I went to New York to interview with a couple of agencies there. But they wouldn’t even take my registration. Colleges were retrenching because of the war and were hiring no new faculty.
That was a very low moment in my life. For the first time I was faced with having no idea what to do next. I was suddenly out in the big world. I started walking aimlessly up town on Fifth Avenue, my mind swirling. I may even have contemplated how near the Hudson River was and how long would it take one to drown oneself. But maybe I wasn’t that far down or that stupid. At any rate, by the time I’d walked from the ’40s where the agencies’ offices were and reached 59th Street and the beginning of Central Park, my befuddled mind began to remember that Selma, who of course had lived in New York City while attending N.Y.U., had at some point asked me why didn’t I look into Union Theological Seminary. That had seemed like a dumb statement. A seminary? I didn’t want to be a preacher! Far from it!

Oh, that Clarence
But now my tiny memory began to function, and by the time I got up to the Metropolitan Museum, I thought of the blonde at that picnic in the mountains years ago, and her uncle, Clarence Dickinson, who was the head of the School of Sacred Music at—yes—Union Seminary in New York City. With a quick visit to a phone booth, where wonder of wonders there was a phone directory, I determined that Union Seminary was at 120th Street and Broadway. The next 50 or so blocks were covered with considerable resolution, and crossing over west to Broadway, past the Cathedral of St. John the Divine and Columbia University, I found the Gothic towers of Union Seminary and its quadrangle, which occupied two city blocks.
Hot, tired, still dispirited and thinking that this was totally mad, I entered the main entrance and located the offices of the Music School. When I made it known to the secretary that I might be interested in becoming a student there, things began to move very rapidly. I was ushered into Dr. Dickinson’s office, where I was warmly greeted by Dr. Dickinson and then was introduced to Mrs. Dickinson, who, it developed, actually seemed to manage the business end of the school. The introductions were barely over when Dr. Dickinson said he remembered my playing for him in Denver, and that I had played very well. Where had I been since then? Eastman? Teaching at Wilson College? Interesting. Well, of course they would be delighted to accept me as a student working on the two-year curriculum leading to the Master of Sacred Music degree.
I had no money? No problem! The dormitory had two-room suites for students at $10 a month, and I could work a shift in the refectory for all my meals. And all of their students were placed in churches in Manhattan and in communities around New York City—on Long Island, in Westchester County, in Connecticut or over in New Jersey. Auditions for a job would be set up for me during the next month.
I could hardly believe all this. An hour earlier I was plodding the streets of New York wondering if I should be heading for the Hudson River. And had I listened, I might have heard Guardian Angel wildly flapping wings and snarling, “Oh ye of little faith, you silly twit. Why do you think I had that blonde girl join you on that rock that afternoon in the Rocky Mountains? And all of that other stuff we went through to get you this far!” Of course I wasn’t listening, but I do hope that I had the good grace to think that too many good coincidences were beginning to occur. My parents once had told me that the German name Oswald meant “Chosen of God.” What’s in a name? Maybe I should have paused to think. But of course, pausing and thinking were two things I’d not yet learned to do.
So I was set for two more years, Uncle Sam willing. I went back to Rochester for the summer to finish my master’s thesis. I had enough money saved up from that great salary at Wilson College to pay for a room at the Y, eat at the cheap cafeteria, and pay train fare to New York City twice for auditions.
The second audition was at Hitchcock Memorial Presbyterian Church in Scarsdale, a posh suburb in Westchester County. As it turned out, this was one of the prime jobs the Union students had. I would be replacing Robert Baker, a doctoral candidate at Union, who had just been hired at First Presbyterian in Brooklyn, a real, full-time professional position. I felt the audition went well, but nothing definite was said at the conclusion of my playing and answering questions. I would have a junior choir, a choir of twelve high school girls, and a professional quartet—VERY professional. The soprano had just sung a solo recital at Town Hall and the contralto was singing at the Metropolitan Opera a couple of years later, and several years later I read a rave review of her Carmen sung in Vienna.
This would not be the first time I was faced with a task for which I was not really prepared. But I will say, without professing any modesty, that I never ducked. I learned how to conduct from the console by doing it—not that that quartet needed as much conducting as I thought I should be doing. At the end of the interview the chairwoman, an elegant middle-aged lady, said she would like to take me to dinner at the Scarsdale Country Club. That didn’t scare me: my aunt and uncle had seen to it that I knew how to behave at dinner, hold the chair for the lady, use the flatware from the outside in, etc. I seemed to pass muster with my hostess, since she informed me at the conclusion of the evening that I was hired. Eureka! Not only was the salary quite sufficient to pay for the organ lessons (which were outrageously high even for those times), tuition, and incidental living expenses, but even for a concert and opera now and then and a few heady evenings taking a date dancing to big name bands on the Astor roof.

Life in New York City
Guardian Angel now left me for a time as I devoured the life in New York. Our church jobs only required our presence at Sunday morning services, so a number of very compatible friends from Union would rush back to Manhattan by 3 o’clock, meeting at one of the big churches that had afternoon vesper services, oratorios, etc. A typical Sunday afternoon would be St. Bartholomew’s on Park Avenue at 3, where the 60-voice choir sang an oratorio every Sunday with a stunning organist on an enormous triple organ—chancel, rear gallery, and dome, playable from a single console in the chancel. Then over to St. Thomas on Fifth Avenue to hear a fine boy’s choir sing the 5 o’clock vesper Evensong. Then after a quick snack at our favorite bar, Tops, it was to St. Mary the Virgin Church on 46th Street, where the young avant garde organist, Ernest White, presided over a high-church late Evensong service. When I heard Mr. White play, I knew that I would have to study with him someday—which I did one summer after I had been at I.U. for a couple of years. These experiences taught me more than all the courses at the School of Sacred Music about what music could be in an enlightened church—with money. I HAD A BALL, needless to say.
It was the summer after the first year in New York, and I had had a very lucrative June playing for eight or more fashionable Scarsdale weddings. I was set indefinitely at the Scarsdale church and at Union, and after the M.S.M. degree I could continue working on a doctoral degree at Union, as had my friend, Robert Baker. I had dreams of eventually also moving on to some big Manhattan church. But this had to wait for a few decades for one of my students, who now is at the First Presbyterian Church in New York and is a big name there. Guardian Angel had other plans.

Hoosier holiday
Mail time was always a time of anxiety. Several of my friends had been drafted, but there was no message from the government for me. BUT, there was a letter from Clark Brewer Teachers’ Agency in Chicago telling me that there was an opening for an organ teacher at Indiana University. INDIANA? That was just a state to quickly get through when one was en route from Colorado to New York (with the exception of that adventure at Spring Mill Park in 1939). But I could get my expenses paid to Bloomington, and—always on the lookout for a deal—I figured I’d go to Indiana and then on to Colorado to visit my parents. I hadn’t been home for two years. I would go by train and stop off in Rochester to take my orals on my master’s thesis. Sneaky. Smart. I wasn’t even remotely interested in a job in Indiana.
So that is what I did, and after a night sitting up on a train from Rochester to Indianapolis, and then a bus to this village in the wilderness, I was even less inclined to take it seriously. After a night in a hot room in the Graham Hotel, I wandered out to the campus, past yellow clay around the old business school and the auditorium, both of which had just been completed. With the help of a kind lady who thought I was a new student (my ears were slow to dry), I found the new music building. First I was interviewed by Dean Sanders, a smooth, formidable, sophisticated young man, and then by the chairman of the theory department. Then I was taken up to a small practice room where the only organ on the campus existed. And guess what? The instrument was a Holtkamp almost identical to the one I’d had in Emanuel Lutheran in Rochester. And of course I knew how to handle it. (Did Guardian Angel snicker smugly?)
So I played a couple of big pieces, and because I didn’t give a tinker’s cuss about the job, I was cool, probably to the point of being arrogant. Consequently, I greatly impressed the interviewers. It was explained to me that there was one organ major who would be a senior. Her organ teacher, who was also a pianist and taught theory, had been drafted. The organ “department” had been set up two years before when one Mary Christena had come over from the main campus wanting to major in organ. An organ curriculum was hastily fabricated, the Holtkamp was promptly purchased, and now they needed a regular organ teacher to get Miss Christena through her senior recital.
I would teach any other organ students that might show up when it was learned that there was an organ teacher (there were nine of them), I would teach two sections of freshman music theory (after observing the chairman of the department teach another section of the same class each day), a music appreciation class for the general student body (there were about 70 enrolled, it turned out), and I would conduct the Choral Union, the only choral group on campus. This would result in my conducting in the auditorium a performance of Messiah, with orchestra, just before Christmas. I had never conducted an orchestra, to say nothing of an orchestra with a big chorus of 90 or so singers. But as I said earlier, I was not one to duck. I was new at academia and didn’t know that this teaching load was brutal and now would be considered illegal. It was a job, and I intended to be a success at any cost.
But I wasn’t offered the job on the spot, which was of no concern to me. I wanted to go back to New York. As a matter of fact, I called my parents and suggested that they come east instead of my going on to Colorado. They would meet me in Chambersburg, where I would go to visit Rudy and Selma Wertime. Did I tell Dean Sanders about this? NO, of course not. (Guardian Angel almost gave up on me at this point.) Three days later, my family and I were at the Wertimes in Chambersburg, when I got this irate call from Dean Sanders wanting to hire me. I don’t know how he found me. He probably contacted someone at Union who knew I had a girlfriend in Chambersburg and knew the name. I never asked. Maybe Guardian Angel slipped him a note.
So I was being offered a real job, a permanent job, albeit in the hills of Indiana. Well, I stalled a bit. My parents pushed, Guardian Angel was pushing, I am sure. I thought that surely that draft would get me any day, and a job at Indiana University would look good on my résumé some day, so I gave the dean a reluctant “yes.” The Dickinsons called me a day later suggesting that I postpone the appointment for a year, so I could finish the degree, but that was out of the question since Miss Christena would be awaiting her new teacher in September. So after a week in the city with my parents, I was off to Bloomington, Indiana, for an entirely new life, and as it turned out, a wife.
Mary Christena turned out to be a fine organist, and again I was faced with a situation I wasn’t quite ready for. But I didn’t duck, and she got a performer’s certificate with distinction for her senior recital. It was not until after Mary’s graduation that the student-teacher relationship segued into a more personal one. After a summer of dating, Mary went to New York to Union Seminary on my recommendation. I wanted her to experience the school, and especially the milieu of New York City and the great church music. However, she spent only one semester at Union, terminated by my going to New York to propose at Christmas. And that event can be subject for another paper—shorter than this one, I assure the reader. We were married June 4, 1944. (I never had trouble remembering that date. The assault on Normandy was to take place that week.)
There is one loose end that must be taken care of in closing: THE DRAFT. During my first Christmas vacation at I.U., I had three recitals scheduled in the East—for the American Guild of Organists Chapter of Baltimore, before the New Year’s midnight service at First Baptist Church in Washington, D.C., and in Chambersburg. Of course I had as yet not learned how to cope with the stress of this sort of behavior, and I took sick on the B. & O. train returning from Washington to Indiana. A few days later, my landlords called a doctor, and I was promptly swished off to the hospital in an ambulance with a severe case of pneumonia. (Guardian Angel was taking severe measures!)
I was very ill, and had not the sulfa drugs just come on the market, I might have died. But after three weeks, I was released, only to go back to my room to find THE letter from Uncle Sam telling me to report for induction in Indianapolis. Why had it taken them so long to find me? I had registered in Rochester, giving my address as Sterling, Colorado, but I found out later that my registration had been sent to Sterling, Pennsylvania, wherever that is. And when they finally found me, it was discovered that I had registered as a conscious objector—and that is another story—so interviews had to be made with all sorts of people in Colorado to see what sort of a jerk I was. (Was Guardian Angel back of all this? Surely not . . . ) But now I was going through induction in Indianapolis, then, pale, and suspect. The late January quota for draftees was unusually low that month, and after the examining doctors took a good look at me and they took a look at my 1-A-O classification, I was told that I probably wouldn’t do much good for the U.S. Army and to go back to I.U. “and teach them how to sing the Star-Spangled Banner.”
So that’s how I met my wife. Do I believe in a Guardian Angel? Sometimes I almost think that I do. Maybe everyone has a similar chain of events that direct them through life. They just don’t spill the whole tale in a writer’s club. I leave it up to you, with apologies for being too forthcoming.?

What a pleasure it has been to prepare this essay for publication in The Diapason to honor and celebrate the 90th birthday of Dr. Oswald G. Ragatz. This inspirational tale provides a glimpse of the organ and church music scene in New York in the early forties, as well as the documentation of the beginning of the I.U. Organ Department at that same time. When Dr. Ragatz retired in 1983, that organ department that he found in Bloomington in 1942 with the Holtkamp organ in the practice room had grown to a department with a notable historic concert organ in the I.U. Auditorium, two respectable studio organs, and eleven pipe organs in practice rooms for student use. Ragatz built the department to a level where it could take its place along with the other large university organ departments in the United States. Currently, the organ department of the Jacobs School of Music at Indiana University is one of the largest institutions offering degrees in organ in the United States.
With approximately 400 living IU alumni organists, the former students of Oswald Ragatz can be found all over the U.S. and in several foreign countries. Teaching and playing in both churches and universities, these Indiana University organists carry the Ragatz legacy with them in all of their endeavors. We salute you, Dr. Ragatz. Happy birthday and many happy returns.
—David K. Lamb

 

January 18, 1914-September 19, 2003

Tributes by Thomas Harmon, Karen McFarlane, John Strege and Frederick Swann

Catharine Crozier died on September 19, 2003, in Portland, Oregon, at the age of 89. A complete obituary appears in the November issue of The Diapason ("Nunc Dimittis," page 10). The following tributes are presented In Memoriam.

Catharine Crozier--Paragon of our profession

A fond remembrance by Thomas Harmon

Long before I saw her or heard her play, I heard the name Catharine Crozier spoken with reverence by my boyhood organ teachers. It was not until my undergraduate years at Washington University in the late 1950s that the long awaited opportunity presented itself when she came to St. Louis to play on the university's recital series in Graham Chapel. I shall never forget seeing her walk gracefully in her stunning floor length gown to the console, front and center on the chapel dais. A radiant smile on her face, she was truly a vision of elegance and beauty as she ascended to the bench, parting the skirt of her custom-made gown and draping it in a regal train over the back of the bench. Even before she raised her hands to sound the first notes, she had me mesmerized. I was in the presence of royalty, and, as the recital unfolded from memory, piece by piece, so perfectly juxtaposed, meticulously registered, beautifully articulated and flawlessly played, I knew that I was experiencing greatness. Little did I know, when I stepped up in awe to meet her and gush my admiration following the recital, that someday she and her renowned spouse Harold Gleason would become dear personal friends during their California years.

Many times over the next four decades I was treated to a Crozier recital, and my experience was always the same--programming that was on the cutting edge in exploring both early and new music, remarkable stylistic versatility that was always historically informed and up-to-date throughout her long recital and teaching career, meticulous registration with appropriately applied artistic restraint and impeccable technique. My first opportunity to hear Catharine after that unforgettable recital in Graham Chapel came more than a decade later, after she and Harold had moved to California and I had assumed the post of university organist at UCLA. One of my first actions in that post was to oversee restoration of the 4-manual, 80-rank Skinner organ in Royce Hall, designed by Harold in consultation with G. Donald Harrison. Harrison did the tonal finishing, and Gleason played the inaugural recital in September, 1930. Thus, I had many reasons for inviting Catharine to play at Royce Hall in January, 1972. My wife and I invited Catharine and Harold to be our houseguests during her recital visit, and we spent a memorable time together getting to know each other. They kept us laughing with their favorite form of humor, limericks, at which they were both virtuosi. Harold contributed greatly to my file on the Royce Hall organ with colorful stories of his California days and his interaction with UCLA, E. M. Skinner and G. Donald Harrison. (I was later to capture this on tape in an oral history interview that I did with him in another of the Gleasons' visits with us in 1978.) Catharine enjoyed our new Hradetzky house organ and revealed her ingratiating personality and clever wit, complemented by her delightful chuckle, as well as her appreciation of fine food and an occasional glass of sherry before dinner. Her Royce Hall recital was, of course, a triumph and a special moment for Harold to whom we paid tribute as the designer of the organ.

Sue and I later enjoyed being the Gleasons' guests in Rancho Bernardo, near San Diego, and later in their second California home in Claremont. Despite their success and fame, they lived a disciplined, unpretentious life, committed to artistic and scholarly excellence. It was in their Rancho Bernardo home that I saw and heard for the first time Catharine's harpsichord and cherished house organ by Laukhuff, with its 2-manual, custom-built Aeolian-Skinner console, on which she did much of her practicing and memorization throughout her career. The organ was designed to fit comfortably in a normal 8-foot ceiling height and to be easily movable, quite fortunately, since I believe it was purchased in their Eastman days, subsequently moved with them to Rollins College in Florida, then to four different locations in southern California and finally to Portland.

The year 1980 marked the 50th anniversary of UCLA's Royce Hall organ, and I invited Catharine to re-create Harold's 1930 dedication program, an invitation that she was pleased to accept. By this time we had become dear friends, and I revelled in hearing stories about Catharine's then forty years as a major recitalist. We discovered that we had a mutual love of trains, and she told enthusiastically of her train adventures all over the country as well as her spirit of adventure in exploring, usually on foot, each new town or city in which she performed. Catharine's recital at Royce Hall on June 6, 1980, was a very special event, indeed, and in retrospect was given further poignance and meaning by the fact that Harold Gleason passed away just three weeks later. Harold's funeral in the Claremont church that the Gleasons had attended offered yet another example of Catharine's very special qualities as a human being. Her presence that day was a role model of  deep spiritual faith, personal strength and acceptance, and her decision on the music for the service was communicated by the simple printed statement that the organ would be silent this day in respect for the loss of Dr. Gleason.

Another memorable recital occurred sometime in the early 1980s, when she performed Ned Rorem's complete Quaker Reader at Whittier College Chapel, including narration by Hollywood actor Peter Mark Richman.  Rorem, a great admirer of Catharine who was a champion of his and many other composers' new music, was present. If I had to rank them, I would say that the greatest Crozier performance that I have ever heard, perhaps the greatest organ recital that I have ever experienced, was her program for the 1987 Far West Regional Convention of the AGO in San Diego. Flawlessly performed by memory on the First Presbyterian Church's superb 4-manual Casavant organ were three 20th-century works: Ned Rorem's Views from the Oldest House, Norberto Guinaldo's Lauda Sion Salvatorem, and Leo Sowerby's Symphony in G Major (a Crozier signature piece throughout her long career). Following her performance, I told Catharine that I had never heard her play with such flair and depth of expression, and in an example of her keen wit, she replied that she was just now beginning to feel in control of the instrument. A day or so after the recital, dear Catharine accepted my invitation to have lunch with me and take a cruise aboard my boat at the harbor in Oceanside, and I shall always remember her boarding the boat like a seasoned yachtsman and her delight in the sea world around us. She loved adventure.

When I made my decision in 1983 to step down from my position as organist at the First United Methodist Church in Santa Monica to take on the job of Chair of the UCLA Music Department, I approached Catharine, who had moved to Whittier after Harold's death, about the possibility of her serving as interim organist at the church while a search was conducted for my successor. She indicated that she might like to do this, and the end result was her decision sometime later to accept the church's hopeful invitation to stay on as the regular organist. Fortunately, she accepted, moved to the Santa Monica area and delighted the congregation with her marvelous service playing for the next nine years. I was on hand to pinch hit for her when she was away playing recitals, but she proved to be dedicated to the position and seemed to thoroughly enjoy being back on the bench playing services regularly. The choir adored her (everyone did!) and many stayed in touch with her as personal friends after she moved to Portland in 1992. At that time, I had just stepped down from the chairmanship at UCLA and accepted the church's invitation to return for what turned out to be another nine years. While she was there, Catharine had overseen the installation of new swell reeds and a new great mixture, making the organ better than ever. Typical of her exemplary pedagogical approach to playing the organ, the organ copies of the hymnal and anthems were lightly marked in pencil with her fingerings, pedallings, registration and manual changes. I learned a lot from them and respectfully left the markings for my successors.

Late memories: her stunning 80th birthday recital at the Crystal Cathedral (how could anyone but Crozier play such a huge organ with such grace and control at the age of 80?); her 85th birthday recital at the First Congregational Church on the world's largest church organ (by this time she was handicapped by the loss of vision in one eye, but she had no trouble finding her way around the maze of that immense console and tossing off the Liszt BACH as though it were easy); and, finally, her "Life Experiences" presentation at the 2001 Northwest Regional Convention of the AGO in Eugene. I noted that she had grown quite frail, as John Strege and I called for her at her hotel room to escort her to the venue for her presentation, but her radiant smile and warm greeting were not frail. Her presentation was deeply moving to me and, I am sure, to everyone present. It was the last time I saw Catharine in person, although we spoke on the phone periodically after that. I shall miss her presence and her friendship but will be nurtured for the rest of my life by happy memories and her supreme example of excellence.         

A tribute to Catharine Crozier Gleason

by Karen McFarlane

To read Catharine Crozier's recital reviews is to realize what a superb artist we have lost. "Catharine Crozier . . . may be an honored veteran among organ players . . . but she can still run rings around much of her younger competition, not only in interpretive style but in sheer technique as well." (New York Times) "At home in any style, the versatile performer captured the excitement of an accelerating fugue by Schumann, tossed off a Hindemith sonata with neat non-sentimentality and made sparks fly in a fiery virtuoso finale by . . . Milos Sokola." (The Plain Dealer) " . . . she always got to the heart of the music." (Los Angeles Times) Through the observations of music critics, we have a picture of some of the recitals she played.

Those who were in her audiences during the course of her 62-year career saw a slender, elegant woman walk "onstage" and instantly communicate a commanding presence. By her demeanor, one knew even before a note was heard, that she was an authority; as she played, the depth and range of her artistry simply confirmed it. Her discipline, her attention to detail and her high intelligence were all part of a persona "programmed" for a successful life and career as performer and teacher. In thinking over the 38 years I knew Catharine, several adjectives come to mind: elegant, shy, witty, hard-working, thoughtful, warm and yet also reserved. She was comfortable with solitude. One did not "buddy up" with Catharine Crozier, yet she had close friendships in her life which she greatly prized.

I have clear memories of Catharine. First meeting her in 1965 during a sweltering summer in New York City, I was struck by how cool and unruffled she was by the heat, how as she taught students whose fingers were nearly sliding off the keys, she seemed unaffected by a similar human malady! In my mid-twenties I had the good fortune to share some delicious and entertaining meals with Catharine, her husband Harold Gleason, and Fred Swann, three people who from my perspective were on towering pedestals. It was the first time I realized that the finest artists tend to also be marvelous people, a truism I have been interested to observe ever since. Although I remained in a certain awe of Catharine all the years I knew her, I came to see her as a human being rather than as someone out of reach.

At the opening of the Tully Hall organ, where she shared the program with E. Power Biggs and Thomas Schippers, I was thrilled by Catharine's performance of the Barber Toccata Festiva, from the moment she walked onstage till the moment she left it. I remember being riveted by her performance at The Riverside Church of "Mary Dyer did hang as a flag" (Ned Rorem's Quaker Reader), as she fiercely portrayed that condemned woman's death. Then, on her 80th birthday she played a dazzling recital (all from memory except for one piece) at the Crystal Cathedral, closing with the Widor "Toccata" as her smashing encore. Considering that she had awakened the morning of the previous day in a swaying 20th-floor hotel room during the 1994 Los Angeles earthquake, her performance was remarkable for its calm ease. She was always so well prepared and confident, that even an earthquake could not shake her performance.

One of my fondest memories is of the time Catharine, my husband Chick Holtkamp and I vacationed at Mohonk Mountain House. She would invite us to her room for sherry in the late afternoon and, beautifully attired, she would join us for dinner. Though she declined to go on strenuous hikes with us or swim in the lake, she treated us to a staid carriage ride, which was pleasantly old-world in its flavor. Her innate sense of formality in such a setting was utterly charming; she had a talent for quiet enjoyment in any place she inhabited.

I recall watching her teach a master class at Eastman during her late 80s, with her mind untouched by age in any negative way, her warmth toward the students genuine, her knowledge of the music complete. She was a total professional to the end of her life. I recall the time when I was astounded at hearing her play a certain wedding processional. When I expressed my amazement that "I never thought I would see the day when Catharine Crozier would play the Wedding March," she in turn surprised me by her retort, "It comes with the job!"

The last ten years of Catharine's life were among her happiest, mainly due to her appointment as Artist-in-Residence at Trinity Cathedral, Portland, Oregon. The high musical standards of Canon John Strege and his superb choir met her own on a happy level. I flew out to Portland on four occasions during her final decade, always dining with her in good restaurants (she had a fine time "researching" restaurants before choosing which ones we would go to) and of course going to church with her. Each time we would attend a service at Trinity Cathedral, she would lean over and quietly say "I just love it here!" The last time I heard her there in recital was the first day of April, 2001. She was, as ever, splendid.

In addition to Catharine Crozier's grace and intelligence, she was possessed of an optimistic nature. She was not immune to sadness, but she had that sturdy Oklahoma constitution that just goes forward in the face of any adversity. Even when she lost one eye in the last years of her life, she said "Well, I just go on." Indeed, after the loss of that eye, she played her 85th birthday recital at First Congregational Church, Los Angeles, to a packed church of admirers. Catharine had a funny story to relate about the eye trouble that caused her to stop driving. She started calling a local taxi company to take her to the cathedral to practice each day, then later back to her apartment. After about a week of this, the drivers stopped asking her destination and automatically took her to one place or the other! She was pleased at being such a celebrity among Portland's taxi drivers!

There are many good stories "out there" about Catharine. Upon her death, I received some touching e-mails from friends and admirers which related to first meeting her, first hearing her play, studying the organ with her, and so on. One man commented on the special quality of light which seemed to infuse her playing during her later years, and he was quite right. In the early part of her career she was well-known for her brilliant technique and effortless playing, but as she grew older she continued to build on that technique, bringing a complete artistry to her mature years. We are fortunate that she recorded several CDs during the last 20 or so years of her life, among them first-rate performances of Rorem and Sowerby. A supporter of the highest possible standards in musical performance, she remains an excellent model for today's young musicians to emulate. She would probably tell them to seek out a fine teacher, develop an infallible technique, practice diligently, learn your repertoire thoroughly, have a firm goal of becoming an artist, behave in a professional manner, and you will have a fine chance for a career. Catharine Crozier lived a full and interesting life. Her innate musical talent, her thoroughness in her work, and her consummate artistry gave us a person who was a living legend in the world of organ music. The immense regard her fellow artists the world over had for her is testimony to her great stature among them. On both a professional and personal level, our loss is deeply felt.  

Remembering Catharine Crozier

by Canon John Strege, Director of Cathedral Music, Trinity Cathedral, Portland, Oregon

Reflecting on Catharine Crozier's involvement at Trinity Cathedral as Artist-in-Residence these past ten years is a remembrance of graciousness, superb artistry, encouragement, and unbridled enthusiasm. When I was notified that Catharine was moving to Portland, the Dean of the Cathedral and I immediately wrote her asking if she would consider becoming Trinity's Artist-in-Residence. In what seemed like only hours, she quickly responded by saying that she would be most pleased to accept this position. So began my relationship with Catharine.

Catharine would practice most afternoons in preparation for occasional Sunday morning voluntaries, organ recitals, and in the first years, her out of town master classes and recitals. As we developed a friendship, I was always humbled by her enthusiasm for the music at Trinity. She embraced the magnificent Rosales organ, the liturgy, the Trinity Choir and Cathedral Chamber Singers, and the loving Trinity community.

In the later years, as we drove together, attended concerts, had lunches and dinners, I was privileged to sample her great sense of humor, her many opinions about legendary organists from the past, her reminiscences of her extraordinary career and life with Harold Gleason, and her timely words of encouragement for my work in the church. When I asked her if she could arrive a few minutes early for one of her practice sessions to hear an organ piece I was preparing, she responded with, "How about this afternoon?" With her generosity, these "brief" coaching sessions could last well over an hour. As I have frequently mentioned to my colleagues, having Catharine Crozier in the congregation on any given Sunday gave a new meaning to the preparation of organ voluntaries for the liturgy.

As Catharine lived out her final decade in our midst, her playing at Trinity evoked an unspeakable transcendence. Her life was lived in the realization of being in the moment, maintaining the integrity of purpose and spirit, and always looking ahead to new challenges and opportunities.

Of the many blessings in my life, I consider the opportunity of being with Catharine one of the greatest. I cherish our friendship and affection we had for each other. Her physical absence is a profound loss, but her spirit, musicianship and grace will remain with me for all time.              

Remembering Catharine Crozier

by Fred Swann

Many of us can identify a person who, by their influence and inspiration, has been paramount in the development of our lives and careers. Catharine Crozier was that person for me.

Although I had read about her and had heard one of her recordings, I didn't meet Catharine until the summer of 1949. I had just finished my freshman year at Northwestern University School of Music when she and her distinguished husband, Harold Gleason, came to teach and to lead a summer church music workshop at the university. I had been playing the organ since age 10 and intended to be "a good church organist," but that summer the Gleasons convinced me to commit to a career as an organist.

Catharine played a recital on the E. M. Skinner organ in St. Luke's Episcopal Church in Evanston as part of the conference. The combination of her incredible performance and that organ, one of Skinner's most remarkable and exceptional instruments, was so overwhelming that on that very evening my standards of musicianship and performance were set in stone for life. I became a Crozier "groupie"--wore out all her recordings as they came out, traveled huge distances to hear her recitals, and tried, pathetically as I look back, to emulate her playing style. In addition to the musical benefits, I was privileged to develop a cherished friendship that has lasted a lifetime.

That same summer I played the Langlais Te Deum for the Gleasons. It was then still new to most American organists, and even they had not heard it. It became one of "her pieces" and she would frequently remark about my bringing it to her attention. Despite her encouragement and interest in having me study with her at Eastman after completing degrees at Northwestern, I felt so inferior and in awe of her that I was terrified to take the Eastman audition. Fearing the humiliation of not being accepted, I chose to study at Union Theological Seminary School of Sacred Music in New York. Mrs. Gleason, as we called her then, became quite cross with me over this, but, as things sometimes happen, the decision to go to New York City turned out to be a fortuitous thing for my career and for our friendship.

Forgive me if I've written too much in attempting to establish the roots of my indebtedness with this wonderful lady and consummate musician. The stories and anecdotes would fill a large book, but here I want to pay homage to my mentor--for although I never formally studied with her, I have never stopped absorbing knowledge and inspiration from her.

You're reading a number of tributes in these pages, and very probably many of them have used the same words in describing Catharine. She could be stern in her expectations from students, but her compassion and humanity never stopped growing throughout her life. She was thoroughly professional and never failed to live up to the highest demands that she made upon herself. She was the personification of elegance in her playing, and just to watch her at the console was a lesson in grace and form. Posture, hand position, economy of movement and a complete involvement in the music all combined for incredible performances. She had a great thirst for continual learning that allowed her music making to remain fresh and vital whether she was playing one of the "old masters" or a contemporary work. She played in perfect style, and with the latest scholarship, everything she chose. She embraced new works of many composers, especially American. Her performances of these works was so compelling that she "sold" them to a profession and to audiences that were usually more ready to accept the latest from France and elsewhere.

A physically attractive woman who carried herself with poise and grace, she was a quiet person--but she never "missed a thing," had a wonderful, dry sense of humor, and an infectious laugh. She could often say more with a look than some people can with many words. She delighted in simple things, like being driven up and down Fifth Avenue in New York to look at all the lights at Christmas time. When young, she enjoyed fine food and fancy restaurants at times, but her own cooking abilities were limited. If she invited you to dinner the invitation often came with the question "Well, would you like the tuna casserole or the other one?"

Dr. Crozier kept performing until about a year before her death. People just wouldn't let her stop. I had to do some real arm twisting to convince her to play recitals on her 75th and 80th birthdays at the Crystal Cathedral, where I was in residence at the time. Each program was stunning despite her misgivings beforehand. When I greeted her as she left the console at the conclusion of her 80th birthday recital, she, having just finished a stellar performance of the Reubke Sonata on the 94th Psalm broke into a wide grin, cocked her head, snapped her fingers, and said "By crackey, I did it!" And she continued to "do it". Despite advancing age and physical handicaps that would cause most people to quit, she finally agreed after much cajoling to come to First Congregational in Los Angeles to play a recital on her 85th birthday--and what a wonderful time we had! Friends had come from literally around the country and even some from Europe. After that she slowed down gradually but still played Vesper recitals at Trinity Cathedral in Portland, Oregon, on the great Rosales organ she loved and recorded on so magnificently.

Because of the wonderful friendships with the cathedral staff, especially Canon John Strege and Kevin Walsh, and the loving care she was given, she almost reached her 90th birthday in a very content existence. When a handful of us gathered near the organ console in early October for a private service of blessing and commitment of her ashes, there were tears and sadness--but also enormous thanksgiving for a life that brought so much joy and inspiration to untold thousands of people over her long and distinguished career. Her influence will live on for many generations to come.  She is now at peace.  May light perpetual shine upon her.      

Andrew Scanlon

The following conversation, conducted both in person and by telephone in March 2013, explores the career of one of America’s most eminent musicians and teachers, Ann Labounsky. Dr. Labounsky was my undergraduate organ teacher at Duquesne University, and she is now in her 44th year as professor and chair of sacred music and organ at that same institution. Some years after completing graduate study and working in church music, I had the privilege of returning to Duquesne as a faculty member, teaching alongside Dr. Labounsky for four years. We maintain a close collaboration, and therefore, I have been in the unique situation of knowing Dr. Labounsky on several levels since we first met in New York City at the 1996 American Guild of Organists Centennial Convention. As a teacher, mentor, colleague, and friend, Ann has challenged, encouraged, and supported me in many ways. In this interview, we discuss Ann’s life and career. Several life chapters particularly dominate our discussion: Ann’s student days at Eastman as a pupil of the young David Craighead, and the full circle of Ann and David’s long friendship; Ann’s time as a Fulbright scholar in Paris, studying organ under André Marchal, Jean Langlais, and Marcel Dupré; and finally, Ann’s inimitable teaching career in Pittsburgh. 

 

 

Andrew Scanlon: When people ask me why I decided to learn to play the organ, I most often reply, “Actually, the organ chose me!” Most of your life has been devoted to the organ. What was your first encounter with the organ, and when did the organ first “choose you?”

Ann Labounsky: As a young girl, our family was living in Port Washington, Long Island, and my mother used to take me to a Methodist church across the street from our home. This was before I could read; and I must have heard the pipe organ, but I don’t have much of a memory of it.

Later, we attended Christ Church (Episcopal) in Oyster Bay, where Paul Sifler (also a composer) was the organist-choirmaster. My mother, my brother, and I all sang in the choir, and it was then that I became interested. I was fascinated by the way Paul played. I would come early for choir rehearsals or lessons to watch him practice. I began studying the organ with Sifler at age 15. He was a very good teacher for me, and I loved his compositions. One summer, I went away to a camp, where I couldn’t play the organ for about two weeks, and I missed it so much. I think at that stage, I knew I would be an organist.

 

The conventional wisdom seems to be that before learning the organ, a strong piano background is useful, even essential. Were you already accomplished on the piano? 

My piano teacher in high school was John LaMontaine, Paul Sifler’s partner. He was also a wonderful composer and had a great command of technique. He followed the Tobias Matthay school of relaxation. I would take the train to go to their apartment on 57th Street in New York to take the lessons. It was he who encouraged me to go to Eastman. 

 

Since your piano teacher encouraged you to apply to the Eastman School of Music, did you audition on both piano and organ? What was required for the audition?

Yes, we were required to perform on both instruments. For the organ portion, I remember playing Mendelssohn’s Sonata No. 6, but can’t remember which Bach I played. I do recall that I played a recital my senior year of high school and had played Bach’s Toccata and Fugue in D Minor and Wir glauben all an einen Gott on that recital, so I must have played one of those works. For the piano portion, they required that you know all scales and arpeggios, as well as the performance of a work by Bach and a Beethoven sonata. I was very nervous for the audition.

 

Before you went to Eastman, what, if anything, did you know of David Craighead? Did you want to study with him, or were you taking the advice of your teachers?

Well, no; actually, I didn’t know anything about David Craighead. But John LaMontaine had studied at Eastman, and he thought it was a very good school. He wanted me to study with Eastman’s piano teacher, George MacNabb. (It was from MacNabb that I learned the Brahms Fifty-one Exercises, which I still use.) Paul Sifler thought that Catharine Crozier would have been a good organ teacher for me, and I looked into studying with her. However, by the time I entered Eastman as a freshman, Crozier had already left the Eastman faculty for Rollins College in Florida. 

 

Did you audition anywhere else besides Eastman?

No. It always makes me laugh now, because these days, students audition at several schools. But for some reason, I didn’t.

 

Had you given any thought to what might happen if you didn’t get in?

No, that didn’t occur to me! 

 

In 1957, you moved upstate from Long Island and began your new life in Rochester. What are your memories of those undergraduate years? 

Eastman was a wonderful school. For many years, I stayed in close touch with the friends that I made there because we all struggled together. It was very demanding; in fact, I had nightmares. I was so afraid that I wouldn’t do well enough and that David Craighead would make me study with Norman Peterson, the secondary teacher! 

 

Can you recall your close friends and colleagues from that time?

Some dear colleagues included Bill Stokes, Joanna Tousey, Bill Haller, Maggie Brooks, Bruce Lederhouse, Jim Johnson, Gretchen Frauenberger, and Robert Town. Roberta Gary was working on her doctorate and David Mulberry was a senior, but they were beyond me. They were the great legends at the time!

 

How many students were studying organ then?

I think there may have been about ten—smaller compared to what it is now. 

 

Can you recall periods of particular growth in your playing during the Eastman days, or conversely, any precise struggles?

I don’t recall any struggles specifically; everything was difficult. We had to have all our repertoire memorized. I would get very nervous before performances. I wish that I would have found a way to get over that more easily, as I look back now. But all of this contributed to my growth as a musician. 

 

When you arrived at Eastman, in the studio of David Craighead, he was still fairly new to Eastman’s faculty, correct?

Yes, he had arrived in 1955, and I entered in 1957. He always told me this funny story about when I first arrived. Evidently I went up to his office and knocked on his door and introduced myself. I said, “I’m Ann Labounsky: Ann without the ‘E’!” David said he always remembered that.

 

What was Craighead like as a teacher in 1957? What aspects of learning did he emphasize as a young teacher?

He was always very precise. At that time in his life, he was rather nervous, quite inhibited. He would tell you all the things that were not right, but you always wanted to strive to do better in the next lesson. We spent a lot of time on the registration. He used the Bonnet Historical Anthology of Music, which was highly edited, and not a good edition. He used the Seth Bingham edition of Couperin’s music and I hated that music back then; it wasn’t until I went to Paris to study with [André] Marchal that I knew what it all meant!

 

That anecdote reminds us of how David Craighead evolved tremendously, over the years, both as teacher and a performer.

He did. I remember seeing him some years later, perhaps in the early 1970s. He had come to perform in Pittsburgh, and we attended the Pittsburgh Symphony together. He spoke of the Offertoire from Couperin’s Mass for the Parishes, and how he had learned about the notes inégales. For Bach, we changed registration frequently and each change was well marked in the score. Also, phrasing was carefully marked. Craighead was meticulous about every detail, but was patient in working with us until we got it right. He was most effective when he would quickly slide onto the bench to demonstrate a passage.

 

Can you remember your degree recitals?

They were all in Kilbourne Hall on the Skinner organ. For my senior recital, I played the Bach Prelude and Fugue in A Minor, BWV 543, and of course, a lot of American music. David Craighead loved the music of Sowerby. I played Sowerby’s famous Arioso, which was gorgeous on that organ. At Eastman, there was a kind of “shopping list” of music that we all had to work on. Ironically, when we got to Langlais’ music, I hated it! I had performed some of the Hommage à Frescobaldi, and I didn’t like it at all! I also remember playing in the weekly performance class in preparation for my senior recital. At one such class, having completed a play-through of the Bach “A Minor,” I remember David Craighead saying, “That was bloody but unbowed!” 

 

When you were wrapping up your days at Eastman, did David Craighead advise you about what you should do in terms of furthering your education?

David Craighead was very different from Russell Saunders, who told the students exactly what they should do. David took a far more hands-off approach. He gave his students the confidence to make their own decisions. I thought about staying at Eastman for my master’s degree, but decided to go to the University of Michigan. It turned out to be a very good thing to do that, as I would meet my future husband, Lewis Steele, at Michigan.

 

After four years at the Eastman School, I imagine that you had a much broader sense of the organ world, and you knew what you wanted?

I certainly knew that I wanted to go on to earn a master’s degree, but at that time, I didn’t know much about church music or improvisation. I didn’t know exactly what I wanted, except that I wanted to learn music.

 

In few words, can you summarize the church music curriculum at Eastman in those days?

It didn’t exist! 

 

Your next move was from Rochester to Ann Arbor. Tell us about what life was like at the University of Michigan in 1961.

In those days, the president of the AGO was Roberta Bitgood. She did a wonderful thing for the new students at U. of M. When we got off the train in Detroit, she met all the students. She had gathered members of the clergy from churches in the area that were looking for organists. She introduced all of us, and as a result, I began a church job right away in Dearborn, Michigan, about an hour from Ann Arbor. 

U. of M. was a very different school than ESM. My teacher there was Marilyn Mason. Mason was less of a teacher for me, but more of a coach. David Craighead had really formed my technique—so she didn’t have to work on that. We worked on musical details and interpretation. We always had our lessons on the organ in Hill Auditorium.

 

Were there other organ teachers?

Yes. Ray Ferguson and Robert Noehren were on the faculty at that time. 

 

Besides organ playing, were there any other memorable aspects of the Michigan graduate degree program that helped you grow?

The courses at Michigan were wonderful! I especially recall Hans David the musicologist, and Louise Cuyler, and I learned a great deal from both of them.

 

You mentioned that you also met your husband while at Michigan?

Yes, I earned the degree in one year and two summers, and I was getting ready to play my recital. I met Lewis Steele on the steps of Marilyn Mason’s studio. I needed soloists to sing in my church every Sunday since we didn’t have a summer choir. I heard his resonant voice, and asked him to sing a solo. That’s how our romance started! 

 

Would you care to elaborate?

Well, three children and four grandchildren later, we are very happy together. 

I could never have done the things I have done without Lewis’s support. He always said that in a marriage, it’s not a 50/50 partnership, rather it’s 100/100. You have to give all of yourself, all the time. He did so much in raising the children. I had no idea even how to change diapers. He taught me. So many of the things I didn’t have (for example, expertise in theology, scripture, choral directing), Lewis did have. It has been a wonderful partnership over the years. I always remember what Marilyn Mason said: “I’d marry him for his laugh!”

 

Can you sum up the church music curriculum at U. of M. in those days?

They had two tracks. You could earn the MM in organ, which I did, or the MM in church music. However, it seemed to me that the only difference was you didn’t have to memorize the recital if you were in the church music track. All students took Robert Noehren’s course in organ building, which I almost failed! You had to know the composition of mixtures, which was too much for me! He was a very good teacher, though. He had a significant influence in the organ department there at that time. 

 

As your time wound up in Michigan, the next big step would be the Fulbright process. What were you doing in Michigan to prepare for the program in France?

By the time I got to Michigan, I knew I wanted to go to France for additional study. In fact, I had applied for a Fulbright while still an Eastman student, but I didn’t get it. I applied a second time while at U. of M. I had been passionate about the French language and was determined that I would go to France one way or another. Every week, I would get together with Deedee Wotring, one of André Marchal’s former students. We would meet for coffee, and she would force me to speak French! 

 

But your love of France and the French language had begun long before Michigan, through your beloved Aunt Julia, correct?

I’m glad you mentioned Julia. You knew her and played at her funeral. She had studied art in Paris after the war, and following her arrival back home in New York, she spent every weekend with us in Long Island. Julia was determined to teach me how to speak French! My father (a geologist and engineer who worked on the Manhattan Project) was Russian, his second language being English. I was determined I was going to Paris to study, even if I had to be an au pair. 

In April, having applied for a Fulbright, saying I wanted to study with Marchal, but not yet knowing my fate, I went to a recital at St. Thomas Church Fifth Avenue, performed by Jean Langlais, whom I met for the first time. I told him I had played his Miniature on my graduate recital at the University of Michigan, and that I hoped to soon be in Paris studying. He replied that he hoped he would see me! When I returned home to Long Island from that recital, I found out I had gotten the Fulbright grant! That was such a great blessing to be able to go, with everything paid for; it was just a marvelous thing. 

I should speak a little bit about how we got to France. The first time we went over was on the “Queen Mary,” and on the “France” a number of times. It took five days, and there was no jet lag, because each day you changed the clocks only one hour. It was a wonderful way to travel. Ruth Woods (Harris) and I went together, both studying with Marchal on a Fulbright grant. We remain close friends.

 

Though you are perhaps best known as the leading American disciple of Jean Langlais, when you set off for France, your initial intent was to study with André Marchal, and you did. Tell us about studying with Marchal.

When I heard Marchal play for the first time, it was at Oberlin. He played in a way I had never heard anyone else play. Each line breathed. I heard music differently when he played, and I wanted to learn what he knew. Fortunately, my French was good enough that I didn’t need a translator, but his daughter Jacqueline often translated for the other students. Lessons were in his home at 22 Rue Duroc. I also wanted to study improvisation. Even though Marchal improvised very well, at that time he no longer taught improvisation. He said: “Well, you may study improvisation with Langlais.”

You must understand about the teachers all over Europe at that time: they were very possessive of their students. You were not able to simply study with anyone you wanted; definitely not several teachers! You went abroad to study with ONE teacher. I studied organ repertoire with Marchal, but Marchal gave me his permission to study with Langlais. After that time, while continuing to study with Marchal, I would then go to Ste. Clotilde in the evenings for my lessons with Langlais, which was wonderful. Playing on the organ that Franck, Tournemire, and Langlais knew so well, and hearing their music on that instrument, made all the difference in learning that music.

 

What musical facet did Marchal underscore the most in how to play the organ?

The touch. He had a way of phrasing each line independently. And he had such a concept of the whole piece. I remember working on Bach’s great Fantasy and Fugue in G Minor (BWV 542) with him. He had the whole piece completely engraved in his mind—every voice. It was amazing to me that this blind man knew music so well. For example, if you used a fingering that was not effective, he could tell!

 

You mentioned having studied Couperin as an undergraduate at Eastman. I know that with his interest in early music, Marchal would make the classical French school an essential part of what you studied. How did your point of view evolve with respect to this music?

Marchal just knew that music. I don’t know how—because he had studied with Gigout, and of course, everyone was playing completely legato then. Marchal attributed his style of playing to studying the harpsichord, saying that as a result, he had learned a different way of playing. And in the 1960s, no one else was playing like that. We usually associate Marie-Claire Alain as a leader in the early music revival for the organ—but even in the 1940s when Marie Claire Alain was very young, it was Marchal who was the first great leader in this movement. There was something about the way he played that helped me understand that “this is how you play!” With Marchal, I studied all Couperin, as well as all the music of de Grigny, Clérambault, Daquin, etc.

 

I recall from other conversations over the years that you recall practicing constantly during the time you were in France. You learned a great deal of music—how much repertoire did you absorb in two years?

In addition to all I mentioned just above, with Marchal, I studied all the Bach trio sonatas, all the big preludes and fugues—tons of repertoire! With Langlais I studied all of Franck’s music, much of Tournemire, and other pieces, too. In terms of how lessons worked, with Marchal (and Donald Wilkins said it was the same with Duruflé), you brought in a piece to a lesson, one of these big pieces, and they told you everything you needed to know. If you brought in the same piece again to another lesson, they said, “Well, I already told you everything I know about it last week!” We knew that we wouldn’t be there forever with those brilliant musicians. Our goal was to cover as much repertoire as possible in the shortest amount of time.

 

Do you still play the pieces you studied with Marchal or Langlais the same way as when you learned them? Or do you perform them differently now?

Wonderful question. I think that the spirit is the same; some things changed a little. I’m constantly trying to think in a fresh way, but the spirit of what I learned from Langlais and Marchal has stayed with me.

 

Concerning Marchal’s teaching, did he have any idiosyncrasies?

Many have said of Marchal that if a student was not gifted, he would be very lenient with that student; but the more diligent a student was, he would be much more strict. And that certainly was true. One funny story was about phrasing in one of the trio sonatas. I had asked why he played it that particular way, and he thought for a long time. After quite a long period of silence, finally he answered: “Because it pleases me!”

 

Many people are very well acquainted with your work and expertise on the music and the life of Jean Langlais. Much of this information can be learned from your book, Jean Langlais: The Man and His Music (Amadeus Press, 2000), as well as from the liner notes on your CD recordings. Would you share with us, in a broad sense, what it was like to be Langlais’ pupil, and how that relationship developed over many years?

Langlais was extremely supportive. He always made you feel that you could do anything! If you made a mistake, he knew, but he was just thinking about the music. Always so encouraging and supportive, he was continually trying to find places for his students to play, and to help them in whatever way he could. As I learned his music, I became more and more interested, and I wanted to learn as much as I could. 

 

Over the years, how much cumulative time did you study with Langlais?

I have no idea. I usually had a weekly lesson on Wednesday evenings, when the church was closed. In addition to that, on Saturday afternoons, we were at the Schola Cantorum, and that’s where we worked on improvisation. Over the years, I returned many more times to study.

 

After remaining in France for an extra year, what path did your career take upon returning to the States?

Langlais asked me to be his guide for his fall 1964 American tour, and I did that. Shortly thereafter, I took a job in a very large Roman Catholic church in New Hyde Park, Long Island. I had a choir of men and boys that I had to develop and direct. That was hard work. 

 

How did you end up in Pittsburgh? Did you move there to take up your position as organ teacher at Duquesne University?

In 1967, Lewis and I moved to Pittsburgh to take up a joint church position at Brentwood Presbyterian Church. Lewis was the choir director, and I was the organist. We had only one child, six months old. Two years later, in 1969, the head of graduate studies at Duquesne University called and asked if I would like to teach organ at Duquesne—but I had never heard of Duquesne! Honestly, I was not thinking about teaching in a college and university. I had done some private teaching, but had not thought beyond that. I wanted to be a church musician and recitalist. Looking back on it, I don’t know why I hadn’t considered university teaching. I was busy at the church and raising our kids. So, in 1969, I began teaching part-time, and it initially cost our family money for me to teach at Duquesne, because I had to pay for child care! At that time, there was a degree program in organ, but no sacred music program or sacred music courses. 

In 1972, around the time of the birth of our third child, the dean of Duquesne’s school of music at the time, Gerald Keenan, called me into his office and said they wanted to hire me full-time. After that time, I was the only organ teacher.

 

What was your strategy for building up the sacred music degree programs at Duquesne? 

I didn’t really have a strategy. I worked slowly, adding courses as it made sense. Even before I was full-time, I had brought Jeanne Joulain to Pittsburgh for a recital and workshop—in that way, I was already developing a tradition of guest artists. The first class that I started was the “Service Playing” course. I was always interested in improvisation, having studied it with Langlais, and I had won the very first AGO improvisation competition in 1966 in Atlanta. I began an improvisation course, focusing on rather simple aspects of improvisation. 

For a few years, we moved along slowly, trying to figure out the curriculum and course requirements. In 1976, the 25th year of the Duquesne School of Music, I decided that Langlais should come to Duquesne. This coincided with the official establishment of the sacred music degree programs. While Langlais was in residence, we awarded him an honorary doctorate, and we had a whole week of concerts featuring premieres of his music. This started things off in a huge way, attracting a lot of national attention. Gradually, more and more students wanted to come to Duquesne, continuing over the years. I couldn’t say in what specific year things really blossomed. Another aspect of our program’s emphasis in church music came after I realized there had been a huge void in the Catholic Church after the Second Vatican Council—no choirs, no hymnals, a very low level of music. I saw that Duquesne had a responsibility and an opportunity to take a lead in this area. The dean, Robert Egan, agreed with me, and we worked for several years on strengthening the program. I called many people at different universities to see what other programs were offering. In those early days, I taught all the courses myself, as we didn’t have that many students. 

 

For many years, you have been a serious campaigner for the cause of the AGO certification program. From where did your advocacy of this program emerge?

Initially from Walter Hilse. I met Walter while we were both students in Paris. Walter, also from New York, was studying composition with Nadia Boulanger and organ with Maurice Duruflé. On Wednesday afternoons, Boulanger taught an analysis class for foreigners at her apartment, for which she had a huge following. She had a small house organ, having been a student of Vierne. Students would play pieces (Fauré, for example), and then she would pull the pieces apart and ask questions. She was a huge personality. I still have the scores. (We had to buy the ones she was going to discuss.) At these classes, Walter Hilse encouraged me to become certified. I distinctly remember him saying “You really should take the AAGO [Associate of the AGO] exam.” He has always been a huge promoter of the exams and has had many private students. Anne Wilson and Todd Wilson, for example, prepared for the exams with Walter. While my husband and I were still living on Long Island, I decided to do this. Once I began teaching at Duquesne University, it occurred to me that those skills were so vital to all students, that they should be learning these skills while studying for university degrees. 

 

Did the desire to help students become fluent with keyboard skills such as those tested on the AGO exams prompt you to require the AGO exams as part of the sacred music degrees at Duquesne?

In the early 1980s, I was on the National Committee on Professional Certification. Only one other school in the country was making it a requirement to take the exams. So, I decided to initiate the exams at Duquesne. When you tell people they have to do it, then they just do! Not everyone passed, and people took different exams, depending on their level of expertise. I met many wonderful people on that committee, including Max Miller, Sister Theophane Hytrek, John Walker, and David Schuler, for example. Different years, various others rotated on and off that committee, such as Todd Wilson. 

 

When did you ultimately attempt the Fellowship exam? 

Since I had already made the exams a degree requirement at DU, and I was the National Councillor for Education, I decided that it was time. You can’t just say to someone, “you should do this!”—you need to set an example. During a very busy time, when I had three children, was teaching full time, playing recitals, and was on the national board, I worked with two former students in Pittsburgh, John Miller and Robert Kardasz, to prepare together for the FAGO. Eventually, we all passed! It gave Pittsburgh more people with the FAGO diploma, where previously only Charles Heaton and Don Wilkins had earned it. We needed more highly certified people for a city our size.

 

Why do you consider it so important to take the certification exams?

There are a number of reasons:

1) In order to keep growing you need both long-term and short-term goals. As a student, it’s a short-term goal. Before earning a degree, it helps you have a point of arrival.

2) After my student, John Henninger, graduated from Duquesne, he went on to Westminster Choir College for graduate school and had applied for a church job in Princeton. He had passed the CAGO while at Duquesne, and he was appointed to the job because of having the Colleague Certificate. 

3) The exams represent a very structured way of testing both theoretical and practical skill. You can work at your own pace, and everybody I know who has done this, whether or not they have passed, has profited by it. It seems like a natural thing to do this, when you consider that so many other professions offer certification.

4) Earning an AGO certificate is a way that we show we’re at a certain level in our profession.

5) Earning certification does level the playing field and sets a high standard.

Our professional organization is extremely important. I get upset with people who complain about aspects of degree programs, churches, even the AGO—when the only thing you can do is to get right in the trenches to make things better!

 

Several graduates of Duquesne have gone on to earn the highest AGO certification. How has that made
you feel?

Very proud. You [Andrew Scanlon] being one of them, and now even serving on the national exam committee—that has made me especially proud. My current colleague, Ben Cornelius-Bates, has recently earned the FAGO also. 

 

Reflecting on your almost 45 years of teaching at Duquesne, how would you say your teaching and playing has evolved?

On teaching, David Craighead always said that you learn so much from your students, and I really have. In the beginning, I felt I didn’t know much, but I learned along the way. I found some things that worked well, and I fought the scars of things that didn’t work well. I have found it important to document what each student does. Recently, I got a computer in my studio, and using the “Blackboard” tool has been transformative. I have begun taking notes for each lesson and posting them for each student to view.

In the early days of my teaching, I was still very much in the mode of the teachers I learned from in Paris—Langlais, Marchal, and Dupré. They were very directive. They told you exactly what they wanted you to do. Initially, I taught the way they taught, because it was so fresh in my mind. As things have evolved, I have wanted to help each student find his own voice. I might not always agree with the student, but feel strongly that it’s in the best interest of each student to let them develop their own musical instincts. 

Ironically, when I performed all the recitals that Langlais had organized for me, I still felt I was his student. Langlais said, “You have to do this the way you want to do it.” But he had not taught that way. For example, he was known for saying so emphatically in his teaching that “Franck is tremendously free—just like this!” In improvisation, he taught the Thème libre, which, of course, is not free at all!

As you grow older, you grow in wisdom. You learn a lot from your children, also. They keep you humble, and they really tell you when you mess up! 

When I look at David Craighead, I keep thinking of how he was when I first studied with him at Eastman. Then, he was a new teacher. I had the joy of knowing him so well for the last 14 years of his life, and he had changed so much. He started by telling the students when they had made mistakes, but ended up changing lives. I try to do that too. I try to be a mentor, to do everything I possibly can to encourage my pupils, and help them get along well together. Music school can be almost like a monastery, when you’re all working together, and it’s so important to have a good rapport with your colleagues, to show great compassion for one another. 

Secondly, in answer to your question about my own playing, several things have contributed to the way I have played over the years. One of these was earning my Ph.D. in musicology, and beginning my biography of Langlais as the dissertation. All my years of teaching, the wisdom I gained from colleagues such as Robert Sutherland Lord and Don Franklin, making all the Langlais recordings—all of that contributed to the evolution of my playing. Other factors include the 1985 Bach Year, when I was asked to play an all-Bach recital on the Beckerath organ at St. Paul’s Cathedral in Pittsburgh. I changed my approach to Bach playing, using all toes, and different fingering. Change was in the air at that time. 

 

Have there been still more recent developments?

Yes. I have been working with Don Franklin on the tempo relationships in Bach preludes and fugues. We have been looking back to Kirnberger’s tempo relationships. I am constantly trying to learn more. If you have everything figured out, you may as well just retire, and I’m certainly not ready to retire!

In addition, after being asked a few years ago to do a peer review of a string methods class, I became fascinated with the violin. I realized that I had always wanted to play the violin, but I was afraid to try! I started taking violin lessons with David Gillis, a member of the Pittsburgh Symphony, and I’m still studying! I’m working on the Vivaldi sonatas, Opus 2, which I love! It’s a whole other world. 

The most recent development is the establishment of Duquesne’s chant schola under the direction of faculty member Sister Marie Agatha Ozah, HHCJ. We study the St. Gall notation to incorporate those interpretive elements into our singing. In May 2013, I led a study trip to Paris to play the important organs there and gave a short concert at the Benedictine Abbey in Solesmes. 

 

How do you know what to say when a student plays? What not to say? 

Always, I do it by intuition, and I think David Craighead did too. I’m careful not to say too much, and not say too little. 

 

How do you decide not only what to say, but how to say it? How do you break through?

Teaching is so dynamic, because you have to figure out where the student is and how the student will perceive what you say. You always have to be honest, but you need to be helpful—not damaging. You can’t say something is good when it’s not. Some teachers are more didactic, but I find that I do almost everything by intuition.

 

Realizing that you could retire, what keeps you going?

I love what I’m doing. I’m finally at a point when I can do it more easily.

I still have a lot to give to the students. I can still make a difference in their lives, and I still enjoy it. When we look around the country, and see the teachers who have retired, only to see their programs eliminated, that is always a danger. 

 

What are your hopes for the future of Duquesne’s sacred music and organ programs?

We are working very hard to get a world-class organ on campus! We have plans, and hope to be able to do this in the near future. The last piece of the puzzle is to put a doctoral program in place. That has been in discussion for many years, and it has been very challenging because there are many hoops to jump through. Our library holdings have been critical, but we now have many sacred music collections (the Langlais Collection, the Craighead Collection, the Boys Town Collection, the Richard Proulx Collection, to name a few). We have the faculty, and the quality of teaching, but we need more financial support. 

 

What else would you like to say?

Duquesne University has always been a religious institution. Our mission is to train church musicians. There are other schools whose main issue is getting students ready for competitions, which is wonderful, and I admire them very much. But even David Craighead agreed that he wished the Eastman School had done more with church music and preparation for the AGO exams. I want to prepare students to be musicians in churches of all denominations. We are trying to evolve, as the church continues to evolve. Students have to learn both pastoral skills and musical skills. These are difficult to teach. Our internship, for example, is a requirement partially because of NASM accreditation, but it’s also a critical area that we use to help each student in that very way. 

 

Ann, thank you for sharing these details of your life in teaching and performing. Albert Einstein said, “I never teach my pupils. I only attempt to provide the conditions in which they can learn.” My experience of you as a teacher and mentor has been just so. You always gave the students exactly the right amount of guidance, and offered the right words precisely when they were needed; and yet you always allowed each student to discover his own path. You have led the way gracefully, setting a high bar and leading by example. Most importantly you have shown me the importance of constant, ongoing learning. I look forward to many more years of collaboration and friendship and wish you many blessings for continued joy in your work. 

Lorenz Maycher

Lorenz Maycher is organist-choirmaster at First-Trinity Presbyterian Church in Laurel, Mississippi. His interviews with William Teague, Thomas Richner, Nora Williams, and Albert Russell have also appeared in The Diapason.

Robert Town has recently retired after more than forty years of overseeing the organ department at Wichita State University, where he established a legacy of the highest standards in organ performance with his many award-winning students, oversaw the plans and completion of a world-class concert hall and organ, and brought the great organists of the world to the Wichita community through the Bloomfield concert series. In this colorful interview he reminisces about his student life at Eastman, his encounters with eminent musicians such as the Gleasons, Arthur Poister, Marilyn Mason, Marcel Dupré, the Duruflés, Mildred Andrews, and Claire Coci, and his notable career as a teacher and recitalist.

—Brett Valliant

Director of Music, Worship and the Arts

Senior Organist, First United Methodist Church, Wichita, Kansas

Lorenz Maycher: Tell us about your early years.
Robert Town: I am from Meridian, New York, a little village just west of Syracuse. My parents took me to church for the first time in 1940, where I heard the one-manual, six-rank 1876 Hook & Hastings organ. And that was it. I started piano lessons when I was five and took all through my school years.
I became fascinated at the age of ten with something new on the market—the Hammond organ. My mother and I had stopped into Clark Music in Syracuse, and Mr. Clark showed us a church-model Hammond, which I thought was just wonderful. The Hook & Hastings organ in our church was thought to be old and beyond repair. At my instigation, when I was ten, I raised money with other kids in town by putting on circuses, magic shows, and the like to start an organ fund. At the end of two years we had raised $50. The Ladies’ CIC from church added $50, my father $100, and the man who owned the hardware store $100. Before long, we had enough to buy the Hammond organ for the church. I played the prelude and postlude sometimes, and took Hammond organ lessons at the music store in Syracuse. I became the organist at that church at fifteen, and then at First Baptist Church in Weedsport, New York when I was fifteen, where I played a two-manual, ten-rank Steere & Turner for $5 a Sunday.
In my sophomore year of high school, Warren Scharf, who had just finished his master’s degree with Catharine Crozier at Eastman, came to Auburn, New York, to be organist at Second Presbyterian Church, which had, and still has, an E. M. Skinner organ in the gallery. I began lessons with him, and he started me right from the beginning of the Gleason book, with exercises and pieces for manuals alone. At the age of fifteen, having to start from the very beginning was demoralizing, but was the correct thing to do. I studied with him for about six months, until he was drafted into the Army, ending my organ lessons. However, I had become intent on studying with Catharine Crozier at the Eastman School. When her first records came out from Kilbourn Hall, I bought them right away, even before I had anything to play them on. When her Longview, Texas, records of American music came out in 1953, I bought those. They are still marvelous to this day.
I met and heard Miss Crozier for the first time when I was fifteen, at an AGO regional convention in Utica, and made an appointment with her the next year to see how I could best prepare to become her student. I took off two days from school and took the bus over to Rochester to meet with her. Not wanting me to develop any bad habits, she urged that I not take organ lessons until I came to study with her. She did say piano was of the utmost importance, however, and that I could not have enough of that, emphasizing scales and arpeggios.
When I went to audition for her on December 18, 1954, they neglected to tell her. So, after my ear training test and piano audition, Edward Easley, who directed the auditions, looked around for her and found that she had gone out shopping. He found Mr. Gleason in Sibley Library and had me play for him instead. Halfway through my audition, Miss Crozier walked in. I was playing the Messiaen Celestial Banquet, and got so distracted that I left out the pedal part! Afterwards, to my great surprise, she said in a very cold and unsympathetic tone of voice, “Would you do a modulation for us?” I was so shocked that I turned around and said, “You mean from key to key?”
I was devastated when, in 1955, just as I was about to graduate from high school, I learned Catharine Crozier and Harold Gleason were resigning from the Eastman School. I had already been accepted.
As a teacher, Catharine Crozier had been difficult and unsympathetic. She had too many students to suit her, wanted an assistant to take beginning students, and only wanted to teach upperclassmen. Miss Crozier was unhappy.
I think it would be safe to say they knew they were leaving Eastman by January of 1955. Robert Hufstader from Rollins College wrote Eastman asking for a recommendation for a replacement for Arden Whitacre, who had resigned, and that is how the Gleasons found out about the opening at Rollins. Over Christmas holiday, they went down, unbeknownst to anybody, and looked the job over.
I went to Eastman in the fall of 1955. David Craighead, who was 32 years old at the time, had been appointed the new organ instructor. He came to have a very successful tenure at Eastman, and was a prince of a fellow, but his teaching style was very different from Catharine Crozier’s. When Catharine was in a lesson, it isn’t an exaggeration to say the student might receive a tap on the shoulder every two measures. When Mr. Gleason gave her students lessons while she was away on tour, her students did not think he was a very good teacher because he did not stop them every two measures!
In one of my first lessons with David Craighead, I had some things from the Gleason book, and he admitted he did not agree with all the precepts of that method, saying it was too fussy, with too much to be concerned about. He did not even think it was necessary to wear organ shoes and played in his street shoes. I sat in the practice room with the Gleason book, working on pieces for manuals alone, which, after time, Mr. Craighead thought were too easy for me; so he assigned about ten chorales from the Orgelbüchlein and two of Karg-Elert’s chorale improvisations, an impossible leap from what I had been playing. The former Gleason students would sometimes come in and say, “It would be helpful if you would do it this way.”

LM: What were the practice organs and studio organs like at Eastman?
RT: The organ in Catharine Crozier’s studio, where David Craighead first taught, was a three-manual Aeolian-Skinner of about 26 ranks. The whole instrument was installed in a chamber in the ceiling. In Norman Peterson’s studio, next door, the Great and Pedal were on the floor level (the early records of Catharine Crozier at Kilbourn Hall have a drawing of that Great and Pedal on the cover), and the Swell, Choir, and basses were located in the ceiling chamber. There were three Aeolian-Skinner practice organs that were in great demand all the time. One was called “the Trumpet Skinner”; one was “the Mixture Skinner”; and the third was a small three-manual. The other practice organs were two-manual Möllers of five ranks each, most of which were original to the school when it was built in 1921, and two three-manual Möllers in such poor working order that no one could use them.

LM: You told me an amusing story about hearing Claire Coci when you were a student at Eastman.
RT: The year before I went to Eastman, Claire Coci played a recital at Kilbourn Hall, and some of the Eastman students sat behind the console. As things went wrong, she would curse, often loud enough for the first few rows to hear. When we found out she was to play a recital on the Holtkamp organ in Crouse Auditorium at Syracuse, two carloads of us organ students from Eastman drove over to hear her, and the Syracuse students reserved the front two rows for us.
While she was practicing for that recital, a couple of organ students were listening to her from the balcony. She noticed and called up, “Do you kids know where there is a Coke machine around here?” One of them ran downstairs and brought her up a Coke, and, in one of her enormous gestures in playing, she knocked it off the bench and the bottle shattered on the floor. When she finished practicing that piece, she got up and kicked the broken glass under the pedalboard.
For the recital, the dress she was wearing had many different layers which had to be parted to get out of the way and put over the back of the bench. She fussed and fussed, trying to find the part. She couldn’t, and finally muttered, “My God, it would take a road map to find your way in here.”

LM: From Eastman, did you go right to Syracuse to work on your master’s degree with Arthur Poister?
RT: Yes. Arthur Poister was a great man—very sensitive, intuitive, and wise. Classes began in the fall of 1960, and lessons with Poister were a revelation, as was playing the Holtkamp organ at Crouse Auditorium. He waited about three weeks into school to comment on my playing. I had been working on the F-Major Toccata, which was one of his favorite pieces, and played it for my lesson, which certainly was not a finished performance. Beverly Blunt came in to wait for her lesson. He looked at her, and said, “Did you hear that? Wasn’t that wonderful?” He did that to encourage me, and it did. To have ANYONE say I was wonderful! I walked out of there on a cloud!
Arthur Poister taught at Crouse all morning, and had full reign of the auditorium, with his students practicing there afternoons into the evening. We each had Crouse one hour a week. I loved exploring, hearing, and getting to know that organ. I visited there this past summer for the first time since our Marcussen organ was installed here in Wichita. Curious to see how the Holtkamp in Crouse would seem to me these days, I sat down in the stifling heat and played individual stops and choruses, then finally got to full organ. When the old Roosevelt Trombone came on in the pedal, I concluded it was still magnificent.

LM: What would Arthur Poister say about a piece like the Toccata in F? Did he tap you on the shoulder every two measures?
RT: No, no—never. He did not like articulation in Bach, and had learned and memorized all the Bach works with Marcel Dupré over the course of two years in Paris. He thought Bach should be played legato, regardless of Walcha and others on the scene at the time. He taught and used the ornaments as explained in the Dupré edition of the Bach works. If someone detached something, he would say, “You kids! You just want to break up things, when it would be so much more beautiful if you would just stop that!”
It was amazing how his students came to play the way they did, because he never said much about pedaling or fingering. In fact, I was studying the Partita on “O Gott, du frommer Gott,” and, in the last variation, I did not know what to do in one passage. He said, “You have had enough organ to be able to figure it out yourself.” Then, he threw in a little hint by saying, “It may be all thumbs.” When I look back at my Syracuse years—Calvin Hampton was there, Paul Andersen, Lawrence Jamison, who was the star of the undergraduates—when I look back on the preparation of the undergraduates, and the caliber of master’s recitals with that man, it was phenomenal. It is the mystery of Arthur Poister how it happened—how he did NOT correct fingering or pedaling, and only talked about the way it must sound. His only concern was how to communicate musically.

LM: Did you ever play for Marcel Dupré?
RT: No, but I met and heard him July 6, 1969, on my first trip to Europe. I was with two other Americans, and we started out unsure that any of the big organists would be playing that day, it being time for their holiday, and our having made no prior arrangements to visit organ lofts. We started out at 9:00 at St. Clothilde, and Marie-Louise Jacquet came down the aisle after Mass. I inquired if Langlais was at the console, and she said, “Yes, and you may go up.” I was the first to enter. He was sitting at the console, waiting for the next Mass, and turned and said, “Yes?” I introduced myself and the two others, and said, “I bring greetings from Catharine Crozier.” He was delighted, and said, “Tell me, is she still playing that perfectly horrible Reubke piece?” He very kindly and generously went over the stops on the entire instrument. Then, he opened his Braille watch and said, “I have just enough time to play the Franck B-Minor Choral for you before the next Mass.” He seemed so delighted that someone had come up to visit him in his organ loft. We signed his guest book, and he showed us to the door before he had to pile back on for the next Mass.
We then walked to St. Sulpice, where Mass was already in progress. We walked far enough down the aisle to look back and see who was in the loft. We couldn’t see anyone, except one man standing at the rail. After a time, he noticed us looking up with great interest, and motioned for us to come up. There were 15 or 20 other people in the loft visiting that day, including Guilmant’s granddaughter. The man who had motioned to us took me by the shoulders, led me over and planted me on the left side of the console, and I listened and watched HIM—Dupré—improvise and play. We were told he had just played the Bach Passacaglia. After our arrival, it was all improvisation.

LM: Did he welcome you?
RT: Oh, no. He was absolutely oblivious to anyone being there at all—no eye contact, no smile. His hands were deformed with arthritis, and it was most distracting for me to watch him play. The little finger on his left hand had a joint that actually pointed up, instead of down, so he had to play on a different part of that finger. It did not seem to bother him. During communion and at other times, when he wanted to see how they were making progress downstairs, he would insert a pedal point into his improvisation, stand up on the pedals, and look down the length of the nave. His improvisations were fantastic, and we were in seventh heaven. His postlude was very reminiscent of the first piece in his Fifteen Pieces—big, block chords on full organ, with the theme in the pedal. The other improvisations were very contrapuntal.
When Mass ended, apparently he had an appointment with someone, because a young man came up to him. When Dupré saw him, they went off together to a room behind the console, and were there for some time. On his way to the room, he did not take notice of anyone. When they emerged, he made his way back to the console, again without acknowledging our presence, and began the prelude for the next Mass, which was the “Grand Orgue” Mass. When the postlude of the “Grand Orgue” Mass ended, all of a sudden, he looked around and noticed there were people there. I extended my hand and introduced myself as a former pupil of Arthur Poister. If ever in my life I saw a face light up, it was at the mention of Poister’s name. His gnarled hand shot up in the air—“AH! ARTHUR!” I wish I had a picture of it. He asked me to please give Poister his best. After that Mass, we stood outside St. Sulpice and watched as Dupré came out and got into a Mercedes.

LM: Let’s get back to your student days and Syracuse.
RT: After my master’s recital, I decided to stay on at Syracuse and work on a Ph.D. in humanities, which was the nearest thing they offered that had to do with arts and music. But I did not like it. There was no actual music, no practicing, no lessons. So, when Kirk Ridge, who was chairman of the school of music, contacted me to teach piano full-time for the spring semester 1963, as a temporary replacement, I jumped at the chance.
That semester, when I wasn’t teaching one of my 36 piano students, I was practicing and playing recitals. I had seen an ad in The Diapason announcing the Boston Symphony and AGO organ competition, so decided to enter. Even after two years with Arthur Poister, I still had thoughts that I did not measure up to others, and I did not think I stood a snowball’s chance in a hot place of placing in the Boston competition. However, I made a tape and sent it in. In the meantime, I had also decided to apply to the University of Michigan to work on a doctorate with Marilyn Mason, so I flew to Ann Arbor to audition for her.

LM: What was your first impression of Marilyn Mason?
RT: I liked her! When I arrived at Hill Auditorium, she was practicing the Schoenberg. We went to one of the side rooms off the stage, and I auditioned for her on a 3-rank Möller. She was very nice, personable, and encouraging.
After my audition, I went back to Syracuse and received a letter from the Boston AGO saying I was a semi-finalist. I thought there was some mistake and even called the man who had written the letter and asked him if it were a mistake. He assured me it was not. The semi-finals were held in April at the Arlington Street Church on a Whiteford Aeolian-Skinner. They kept us all in the basement apart from each other, and I have no idea who the other contestants were. Two others and I were selected as the finalists.
For the finals, which were open to the public and held at Symphony Hall in May, we each had to play thirty minutes. I had gotten there four days early to practice. The combination action on the Symphony Hall organ was very unreliable, and there was an enormous setterboard in the back of the console. Even after setting pistons, some of the generals were undependable. During my practice time, I learned which ones were reliable and which ones to avoid. I never saw any evidence of either of the other two finalists practicing. We did not have scheduled practice times, and every time I walked in, I was able to get to the organ.
There was a big crowd there for the finals, and the hall was set up with round tables for the Boston Pops. We were allowed five minutes to walk onstage informally and set our pistons before playing, then had to leave the stage and reenter formally to applause. I played from memory, and all I could think was, “If I can just make it through this without making a complete fool of myself . . . ”
Afterwards, we three finalists went down into the audience and mingled. I kept myself in close proximity to the other two so I could go up and congratulate the winner. A woman came out on stage and said, “Here’s the news you’ve all been waiting for: the winner is Robert Lloyd Town.” The other two finalists looked at each other in disappointment, turned around, and left. Lawrence and Ruth Barrett Phelps both came up to me, and that was the beginning of my very long and valuable friendship with him. Larry later gave us much help on our new hall and Marcussen organ here.
As the winner, I was given a full-length recital at Symphony Hall that next February. The previous day, a blizzard paralyzed the entire city. Harry Kraut, who managed the Boston Symphony, called my hotel room and said, “Can you come back and play for us in April?” Rubenstein was to have performed with the Symphony that evening, and instead, they held it as an open rehearsal for anyone who could get there. They paid for me to come back in April to play my winner’s recital on the Symphony Hall recital series. I had heard Catharine Crozier play on that series the previous year, and stepped in on her practice, and went to lunch with them—the Gleasons.

LM: How did Catharine Crozier and Harold Gleason interact with each other in a social setting?
RT: They were not very affectionate. Just before she went in to play a recital once here in Wichita, I saw him take her hand and give it a squeeze. That is the only sign of affection I ever saw between the two of them. Mr. Gleason had a great sense of humor. He liked stories—tawdry stories; the more so, the more he liked them. She would turn and look the other way. They were both here in 1973 for a day of masterclasses and a recital. It had just been announced that Mildred Andrews was to be married. We were driving along in my car, and I told them the news. After a moment of silence, Harold said, from the back seat, “Well, I guess she didn’t want to die wondering.”
If I could characterize their relationship, it was very much one of teacher and performer. He was an invaluable coach—another set of ears to tell her how it really sounded. As time went on, she relied on recording herself over and over, and kept a tape recorder on the bench at all times, even recording small passages to play back to herself.

LM: You were around the Duruflés a lot, too. Did they have a similar relationship?
RT: No. Although they were 19 years apart, they interacted warmly as man and wife. She was a very loving and devoted wife to her great organist-composer husband, with little to no thought of herself. That tells you right there of the difference between the Gleasons and the Duruflés. After the accident in 1975, until his death in 1986, she went across the street to play for church, but abandoned all teaching and concertizing just to take care of him. I had a letter from her in 1984 saying he could do nothing for himself, and she had to bathe him, get him in and out of bed, and everything else. She was as devoted to him as anyone could ever be to another.
When they were here in 1969, I was dean of the Wichita AGO and responsible for showing them around, and we became good friends. She was cute and unpretentious. Over lunch, I told her I had heard about the tremendous standing ovation she had received at St. Thomas Church, October 1968, for her performance of the Liszt “Ad nos,” to which she replied, “Ah, but that was not for me, but was for my husband, who was more busy than me, pushing and pulling the stops—and for Liszt.”
The Duruflés’ manager, Lilian Murtagh, only charged us $700, and they did not come over here to make money, but for sightseeing, enjoying the people and the organs. When the place went wild after their recital, she came back out and played the D’Aquin “Cuckoo,” followed by their cute routine of taking bows: they would go into the sacristy, then he would push her back out and close the door. She would shrug, then bow so nicely. Then she would go in and they would both seem to come back out together, but she would run back in and close the door. He’d look at the door, then turn and bow. She then played the Vierne Impromptu and Dupré’s Second Sketch, during which, with the octave trills and the octaves in the pedals, I thought the organ was just going to collapse. The audience would not let her go, so she came back and played the theme and four or five variations from Variations on a Noël.
For their masterclass the next day, we arranged for them to play and discuss music. Mildred Andrews sent her entire organ class. He played the Franck A-major Fantasy and then his own Veni Creator, in which he had some registration problems, so Madame Duruflé moved him over and played it herself. She had played Tournemire’s Victimae the previous night, so she played the Ave Maris Stella, followed by the Duruflé Scherzo. He discussed each piece very nicely through a translator. I was sitting about five feet from the console when he approached me and whispered, “Would you like to terminate the class with the Liszt?” Of course, I said “Yes.” He turned to her and said, “The Liszt.” “Ah, but I am not prepared!” She set up a few pistons, and, I’m here to tell you that I wouldn’t believe it if I hadn’t witnessed it with my own ears and eyes. Her performance was amazing. Afterwards I asked her where else she would be playing the Liszt on the tour. She said, “Nowhere. Perhaps next spring.”
After the class, I took them out to the university to see the mighty 18-rank Casavant in the chapel. They wanted me to play, since it was my post, then they came up to the console. I asked if she would like to play. “Oh yes, with pleasure.” She sat right down, pulled some stops, and tore right into the Sinfonia from Cantata 146, transcribed by Marcel Dupré, from memory, of course. It was played with the refinement and finesse as if she had been practicing it on that organ every day of her life.
We had been talking about the French system of assigning letter names to notes, and she tried to explain it to me, although I did not understand. She figured out the notes for “T-O-W-N” and improvised a fugue on it. When she finished, she said, “It was too academic.” So she improvised another one!

LM: A few minutes ago, you mentioned Mildred Andrews. Were you close?
RT: I loved Mildred Andrews as an “adopted” student, and we became close after she came to Wichita in 1976 to give a day of masterclasses for the AGO. Afterwards, I received a note from her saying she had conducted masterclasses from north to south, east to west, in thirty-five states, and that my students were the best she had ever heard. That sealed our friendship. Although I did not realize at the time how much proper attire meant to her, my students had shown up dressed for the occasion.
At the University of Oklahoma, Mildred Andrews had a strict dress code: the girls showed up in a dress, or they would not have a lesson; the boys showed up in shirt, tie, and jacket—no moustache or beard. I know of one occasion where a student showed up in the wrong attire, and Miss Andrews drove her back to the dormitory to change, then back to Holmberg Hall for what remained of her lesson time. There was never a “Well, it’s all right this time.” When she attended organ conventions, she would show up wearing one outfit in the morning, another in the afternoon, and in the evening, a third, usually full-length.
I was up for a promotion in 1976, and again in 1978, and she wrote wonderful letters of recommendation, saying things like, “I wouldn’t just promote him; I would do everything in my power to keep him.”
She was a character. One year an organist we were planning on having play for us in Wichita played a recital in Norman, so one of my students and I drove down to hear her. Mildred Andrews and Mary Ruth McCulley sat behind us for the recital. When the organist came out, Miss Andrews tapped me on the shoulder and said, “Tell her when she comes to Wichita not to wear that dress. It looks like something you’d wear for Halloween.” The recital opened with the Chorale and Variations from the Mendelssohn Sixth, and it did not go well at all. Mildred Andrews did not like Mendelssohn in the first place, and tapped me on the shoulder again, and said, “And for heaven’s sake, when she comes to Wichita, tell her to play something she knows!”

LM: Did Mildred Andrews study with Marcel Dupré?
RT: Yes, at Fontainebleau. She used his organ method and used the Dupré editions. She had studied at Oklahoma University for her bachelor’s, went to Michigan for her master’s, then back to OU to teach.

LM: What was the secret to her success?
RT: If there is a key word to Mildred Andrews’s success in teaching, it was determination—devoted determination. She would not rest, she would not stop, until she had solved a student’s technical problem, and was always looking for more effective fingering and pedaling, many times arriving at unorthodox solutions. She was devoted to her students, although there were some who did not get along with her, and did not like her.
She was very organized and demanding, outspoken and even brutal—even towards her peers. In 1971, the Duruflés gave a recital and masterclass at Boston Avenue Methodist Church in Tulsa, and I drove down to hear them. For the masterclass, that huge choir loft was full of listeners. Madame Duruflé played the Prelude and Fugue on the Name of ALAIN, and Maurice Duruflé asked “Are there questions?” Mildred Andrews shot back with “Yes! I’ve been timing this performance on my metronome, and have just found her playing a tempo other than is indicated in the score.” Madame Duruflé replied, “I played it as I felt it.” Maurice Duruflé backed up his wife and said he agreed with her performance. Mildred Andrews would not stop there and said to Madame Duruflé, “Well, I would like to know the correct metronome marking so that my students can play it the way YOU ‘feel it.’” I heard her do that numerous times. She would stand up to her peers as well as her students. That was a side of Mildred Andrews that I prefer not to think of. But, as a teacher, she was devoted and determined in every way.

LM: We keep getting sidetracked by all these hair-raising stories! Can we go back and talk about your days as a student at University of Michigan and your time with Marilyn Mason?
RT: I loved being with Marilyn Mason—dearly loved her. I had and still hold the greatest admiration for her. She was very good to me at all times and in all ways. Jim Bain was close to her, too. The three of us used to have our own little parties together. He and I called her “The Madame.” One morning, at an unthinkably early hour, we knew she was going to be leaving from the Detroit airport to play a recital, so we got ourselves up and to the airport and waited for her arrival so we could surprise her, which we did, and had a little party right there at the gate, then saw her off.
One year Marilyn arranged for Leo Sowerby to visit for an organ conference. He had been teaching at a summer camp in Put-in-Bay, across from Port Clinton. We had two days of recitals scheduled at Hill Auditorium, one of which included Marilyn playing his Pageant. We drove down to Port Clinton and took a little commuter plane over to the island to pick him up. The plane looked as if it could fall apart at any moment. Marilyn got in, looked around, and made the sign of the cross. We drove Sowerby up to Ann Arbor and had a dinner with martinis at my apartment in Huron Towers. Marilyn made lasagna at her house and brought it over. After we had had sufficient martinis, Sowerby told us about a nun who had been taking composition lessons with him. She brought in the exposition of her composition to him, and it had a series of parallel fifths in it. He explained to her that, in the style she was writing, parallel fifths were not appropriate any more than in music of the 18th century, and they should be rewritten and corrected. When she came back the next week for her lesson, she had added more to it but had done nothing to correct the parallel fifths. He pointed them out again and tried to explain to her more clearly why they needed to be changed, asking her to please correct them. She came back the third week, and the composition had been extended further, but nothing had been done about the parallel fifths. Sowerby became impatient and spoke to her about it, whereupon she burst out, “Dr. Sowerby, I don’t care anything about your [language unbefitting a nun deleted] parallel fifths,” and walked out!

LM: Was he laughing when he told that?
RT: No. He said it matter-of-factly.

LM: When did you come to Wichita?
RT: In the spring of ’65, the dean of Wichita State University asked the dean of Michigan’s school of music, James Wallace, for a recommendation for an organist. I was ready for a break from school, so applied for the job, and was asked to come to Chicago, to the Sherman House Hotel, for an interview with the dean. We spoke for about an hour, and it was a very pleasant conversation. He built the school of music here—Walter J. Duerksen. As we wound down, we shook hands, and he very nicely said, “I can’t say for sure, but I feel nearly sure you are going to be the choice. You will hear from us within a couple of days.” Sure enough, his secretary sent me a contract. I was twenty-seven, and ready to get out on my own and make a living, although I did plan to finish my degree at Michigan in summer sessions.
My first fall here, I had seventeen students: six were master’s students, and I inherited a graduate teaching assistant and five beginners, and had a graduate organ class, plus two undergraduate classes. That next summer, I had so many students wanting to continue lessons that I felt duty-bound to stay here and teach. I ended up teaching every summer session, with the exception of 1969, until the 1990s, and never went back to Michigan to complete my degree.
When I came here, there were two organs on campus—a seven-rank Möller, and the Casavant in the chapel. An eight-rank Reuter was added in 1970.

LM: Was there any talk of a concert instrument at that time?
RT: No. However, it soon became apparent that we needed one. During a period of ten to twelve years beginning in the 1970s, we had numerous finalists and winners of prestigious national competitions. Two students won Fulbrights. University administrators realized there should be some place for these people to play on campus other than the chapel. The Dean of Students, Jim Rhadigan, said to me one day, “We’ve got to have a new organ and a new hall for these kids!” and an organ recital hall was soon added to a list of university capital needs.
At this point, I should introduce Gladys Wiedemann, one of Wichita’s leading philanthropists. She belonged to a club called “Mink or Sink,” obviously for wealthy ladies, and belonged to another club called “The Organaires.” The Organaires had about twenty members who were wealthy dowagers with electronic organs in their homes. They met monthly at a different member’s home, and everyone in attendance had to sit down at that particular organ and render a selection following a very extravagant lunch. Mrs. Wiedemann had a concert-model Hammond in her home.
In 1973, the organ students and I decided to sponsor the Gleasons in a summer workshop and recital. We took out an ad in the AGO magazine, which was called “MUSIC” at that time, and I started calling people for contributions for Catharine’s recital fee. Some friends in town suggested I call Gladys Wiedemann. So, I got up the nerve and called her. Right away, she said, “Well, would $100 help you out?” The following year we sponsored Marilyn Mason, and she gave another $100. Two months later, I received a letter from Mrs. Wiedemann saying she was going to have a Christmas party for the Organaires at the Wichita Country Club, and wanted to know if I would play a program for her party on an appropriate electronic. In gratitude for what she had already done for us, I wrote back to her immediately that I would be happy to play the program gratis. We went to dinner to discuss the details of this party for the Organaires, and that was the beginning of our friendship.
I played for her party, and she invited officials from the university. She also hired a dance band, Doris Bus and Her Dance Band, and Mrs. Wiedemann danced up a storm. The next day, she called the head of the endowment association at the university, and told him she would like to make a contribution to the university. He suggested she establish an organ scholarship, and that was exactly what she wanted to hear.
In 1979, an organ recital hall was added to the long list of capital needs for the university. By 1981, it was on a priority list of five years. I thought I should acquaint myself with all the organ builders in order to be prepared to make a serious recommendation, so in the summer of 1981 I went on a European organ study tour led by Earl Miller. We visited organs in the Netherlands, and I saw and heard a Marcussen organ at St. Laurance Church in Rotterdam, where there are three Marcussens. Larry Phelps had been telling me all along, “Marcussen is the only way to go.” The following summer, I returned to hear other instruments and went to Freiburg Cathedral for a recital. The Marcussen there, in the “swallow’s nest,” is only two manuals, but we all agreed that night if we could get an organ even half as good, we wanted it. That recital was the defining moment.
Gladys Wiedemann was a woman of unimpeachable integrity. She discussed money and business matters with me as long as they did not concern me. Very rarely, however, did she mention the purchase of an organ. But, when she encountered the president of the university at social functions, she would tell him she was going to do her part when there was a building to put it in. And she considered her “part” to be one-fifth of the cost of the organ, $100,000, with four other donors giving a like amount.
The central administration asked me for a report on my students for a proposal to be submitted to Mrs. Wiedemann. As March neared in 1983, I learned the president was going to meet with Mrs. Wiedemann in her Florida home to propose that she donate $500,000 for the organ. They got along well in business matters, and I felt very comfortable letting him meet her. She had already made sizable contributions to the university through him. Unfortunately, the meeting did not go well, and he came back without an agreement for more than the $100,000 she had initially offered. So he asked me to meet with her over spring break, which put me in a very uncomfortable position.
Mrs. Wiedemann received me warmly, as if she were glad to see me. I had been fretting on the plane down and all day Monday, Tuesday, and Wednesday about how I was going to bring up the subject of the organ. After dinner, she rounded the corner from the dining room to the living room and, with a decidedly unpleasant look on her face and the proposal in her hand, said, “Well, I suppose while you’re here you’ll want to talk something about this organ.” I was not prepared for her to bring it up, so had not prepared a response. All I could think of was, “Well, I would like to tell you something about the builder we have in mind.” She said, “Oh?” in an immediately relaxed and interested way. I did not say a thing about money, or her part in it. She sat down visibly relaxed and said, “Tell me something about these people.”
She did seem interested in what I had to say about Marcussen, and at one point she said, “Maybe I could give an organ sometime, to my church or even to WSU,” then, “Maybe I should make a trip over and see where these organs are built sometime,” and, finally, “You know, in two weeks I’ll be back in Wichita. Would you be willing to come to my house and meet with my financial advisor and tell him everything you have just told me?”
The next month, Mrs. Wiedemann called to schedule a meeting. The last student I had that day was a devout Catholic, and she brought me a scapular and told me to put it in my pocket, saying it would help. I still have it. I was received nicely and I made my pitch for the Marcussen organ. Her financial advisor seemed interested, as did she. We were in session for two hours. As the advisor got up to leave, she said to him, very upbeat, “Well, are we going to be able to do it?” Not wanting to say anything in front of me, he replied, “I will be back on Friday, and we can discuss this and other matters at that time.” She said, “Gee, I hope so!” As soon as he was out the door, she said, “You know, you make a good presentation. You ought to be the dean.”
When she finally called me the next Tuesday, she was very foxy. Supposedly she had called to talk about humorous little things that had happened at one of her clubs. After a few minutes, she said, “Well, you have to be on your way to teach, so I’ll get off the phone. We’ll talk another time.” And, just as I was about to put down the phone, she said, “OH! Yes, by the way, I suppose I should tell you I have just called up Clark Ahlberg (WSU president) and asked him to write up a pledge for $500,000 for the organ.”
At the end of the school year, I went to Denmark to visit Marcussen, and we talked about the stoplist, which had already been in the works for two years. My most notable advisor through its design was Lawrence Phelps.
After several hair-raising setbacks, we signed the contract for the organ in December of ’83, when everything seemed like it was on solid ground, until October of ’84, when the contractors’ bids on the building came in, and every one of them, even the lowest bid, exceeded the amount of money we had to spend on the building by over $100,000. I attended the meeting, and there wasn’t one of them that was even in sight of the money we had.
From 1934 to ’54, a wonderful man by the name of Sam Bloomfield and his wife lived in Wichita. He was the first airplane builder in Wichita, which is now known as the air capital of the world, and had countless patents on aeronautical devices he invented, as well as other inventions. The Bloomfields moved to California in 1954. They had been very active in the arts in Wichita, and our dean, Gordon Terwilliger, had known them both personally. So, he called up Rie Bloomfield (her name was Henrietta) and explained that the hall was in jeopardy. The good Mrs. Bloomfield came through with $150,000, which put us over the top. Construction on the hall was begun in December of ’84, and the organ was declared finished on July 9, 1986. A 5-rank Phelps practice organ was installed in my new studio.
For the inaugural series, we had Gillian Weir, Dennis Bergin, François-Henri Houbart, and Catharine Crozier, and I gave the last one in April, 1987. President Ahlberg named the hall for Gladys Wiedemann, and at the dedication ceremony for the hall and organ, she was so overcome with emotion that she just sat there and wept before the ceremony ever began. The following season I was allowed $3,000 for the University Organ Series, as it was called. It did not go very far, but we had Madame Duruflé in 1992, and Olivier Latry in 1993.
In 1994 the aforementioned Rie Bloomfield endowed the organ series in her name, which has allowed me to have four to five major recitals per season. Catharine Crozier recorded the Rorem works in 1988, and inquired about playing a vespers series here. She played again in 1989, and weekly vespers recitals in 1993, ’97, and ’99. She recorded works by Franck for Delos in 1997. The Marcussen organ here became her favorite, and she said there was not one organ in Europe or in the United States that she liked better. In twenty years, most of the world’s major organists have performed here, and many have remarked about this marvelous instrument. After forty-one years of teaching, I played a final series of vespers recitals in March, 2006, and a Robert Town Finale recital in May. The organ professorship became an endowed faculty of distinction chair in my honor in 2005.

Oswald Ragatz

Oswald G. Ragatz served as professor of organ and chairman of the organ department at the School of Music at Indiana University from 1942–1983. Sadly, Mrs. Ragatz passed away after a long illness in 1998. When the Positive division was added to the organ at First Christian Church, where Mary so lovingly played for so many years, the Reuter organ was dedicated in her memory. Dr. Ragatz can be reached by contacting him at Meadowood Retirement Center in Bloomington, Indiana. David K. Lamb is currently the organist/choir director at First United Methodist Church in Columbus, Indiana. Graduating from IU in 1983, the year Ragatz retired, he completed the Doctor of Music degree at Indiana University in 2000. Dr. Lamb was recently appointed the District Convener for the State of Indiana by the American Guild of Organists.

 

Introduction by David K. Lamb

For more than 40 years, Oswald Gleason Ragatz served as chairman of the Organ Department of the Jacobs School of Music at Indiana University. On October 30, 2007, “Ozzie” celebrated his 90th birthday. Witnessing many changes through those years at Indiana University, Dr. Ragatz has also seen many changes in the organ world and in church music practices in the years since his retirement from IU in 1983.

I recently enjoyed the chance to visit with Dr. Ragatz in his home at Meadowood in Bloomington. Full of stories and anecdotes, as always, he was ready to recount his years at IU in full detail. What a joy it was listening to those reflections as Dr. Ragatz revisited the events in his early life that led him to his 40-year teaching position at Indiana University. 

“Guardian Angel” is a wonderful exposé by Dr. Ragatz, detailing the sequence of events that made up the path leading him to Indiana University in 1942. In the words of Oswald Ragatz, please prepare to travel with him on this journey to Indiana University.

•

 

During my 25-year employment as organist-choirmaster in Presbyterian churches, I never heard the term predestination mentioned from the pulpit. But I understand that belief in predestination is one of the tenets of the Presbyterian faith. My Unitarian and agnostic friends shake their heads in patronizing dismay, when, instead of attributing some event to predestination or to sheer luck, I refer to my “Guardian Angel.” Probably influenced by all those charming angels in Renaissance paintings and those lovely little winged cherubs in the rococo churches in Europe, I personally would rather attribute the chain of events that greatly determined my life to an angel than to luck or to predestination. Luck never did me any good in those very brief encounters with the slots in the casinos in Las Vegas, and of course no serious angel would look after anyone foolish enough to wager hard-earned cash on those automated bandits. And I’m not a Presbyterian. But let me recount those events that directed my life, and the reader or listener can decide, Guardian Angel, Lady Luck, predestination, or whatever.

I guess I must start way back in the midst of the Great Depression and the Democratic landslide of 1932 that brought Franklin Roosevelt into the presidency, and that cleaned out all of the Republican county office holders in Logan County, Colorado, including my dad. The ensuing years found the Ragatz family trying to make a meager living from a small, 40-acre farm at the edge of my hometown, Sterling, Colorado. Farm labor, dust storms, locust plagues, and fundamentalist, straight-laced parents contributed nothing to the wished-for joie de vivre of high school student Oswald Ragatz. It must have been about then that Guardian Angel was assigned to look out for this puny kid, whose interests were music and architecture, thus contributing to the general scorn of his macho classmates.

 

High school days

The angel first appeared in the guise of a high school math teacher, Miss Smith. It was she who set me on the path that would lead to my escape from the dead-end existence of life on the dreary eastern plains of Colorado. It was Miss Smith who asked me to stay after algebra class so that she could talk to me, as she had some very exciting information to impart. My grade average was one-half point above that of one Verda Guenzi, and Verda and I had the highest grade average of our class. I probably should at this point give credit to the newly hired empathetic gym teacher, who had taken me in hand and had introduced me to gymnastics. This had had a marvelous effect on me. I was no longer the class wimp with C and D grades in gym. I now got an A in gym, which got me that one-half grade point above Verda Guenzi. (Was possibly Mr. Durfee the gym instructor an assistant Guardian Angel? Whatever.)

At any rate, Miss Smith pointed out that the University of Denver gave a four-year, full-tuition scholarship to the graduating senior valedictorian in the six largest high schools in the state. If I maintained a straight A average for the remaining years in Sterling High School, I would be able to go to college at the prestigious university in Denver, a city where there could also be numerous musical opportunities. That put on hold my interest in architecture; the nearest school offering architecture was Kansas U., which of course was out of the question. And anyway, no one was employing architects during the Depression.

My parents were elated by this news, and my mother, who was your basic taskmistress, went into a full cry. For the next two and half years, I became no longer the class wimp but now the class grind, the resident ant being held in some awe by the grasshoppers, my classmates. Verda Guenzi didn’t have a chance, poor girl.

 

Off to the University of Denver

Now things were getting under way in this chain of events. My dad’s brother lived in Denver and was married to a professional musician, a singer of some note in the city. They suggested that I live with them while attending the University of Denver. Their four sons were grown and out of college. I could pay for my room by accompanying students in my aunt’s studio and eventually accompanying her on singing engagements. There would be other duties—in-house chore boy, chauffeur for Aunt Ruth on occasions, etc.

Sterling, a town of less than 8,000, had a remarkable music program in the schools; the high school band and orchestra perennially won first place in the state competitions. I had begun playing oboe when just out of the sixth grade, and in six years had become quite proficient. In 1938 a symphony orchestra was formed in Sterling to accommodate the sizable number of graduates of the school’s music program who still lived in town and who wanted an outlet for their talent. Though still in high school, I was playing oboe in this symphony that had been organized during my senior year. 

Guest conductors were brought in for the three concerts that we played. The most important of these guests was Horace Tureman, director of the Denver Symphony. I don’t remember what we played, but there must have been an important oboe part. At any rate, when I enrolled in music theory the first semester at the university, who should be the teacher but Horace Tureman! And wonder of wonders, he recognized me. After class, he asked to talk to me, saying that he remembered me from the orchestra concert he had conducted in Sterling, and would I like to fill the opening in the Denver Civic Symphony for the second chair oboe? The pay was not great, but it enabled me to pay my uncle for my board. Did my Guardian Angel arrange for all this? But I continue.

I had played piano since I was six years old, my mother being a piano teacher. And I had my first organ lessons the summer after the eighth grade, and became the organist at the Methodist church that fall. During my last year in high school, my parents managed to scrape up enough cash to enable me to drive the 140 miles up to Denver once a month for oboe lessons and organ lessons with the organist-choirmaster of St. John’s Episcopal Cathedral. Now, living in Denver, I hoped to be able to continue organ lessons, although payment for same would be a problem. But not to worry, said my teacher. There was an opening for an organist at Broadway Baptist Church. He told me to try out for the job; I did and got the job. Those four years of playing for First Methodist in Sterling for little more than a Christmas remuneration had prepared me for the paying job in Denver.

So now I had enough monthly income to pay for organ lessons, textbooks, and music. I had been pretty burned out by the tension of making straight A’s during high school, so now I had decided to slack off a bit in college. However, shortly after the first semester had begun, I received a nice letter from the University Chancellor congratulating me on having won the scholarship and indicating that academic excellence would be expected of me. Furthermore, he indicated that since scholarship students were expected to give some services to the university, and in view of my experience as an organist, I would be expected to play the organ for university functions as needed—before lecture in the chapel, for example. 

This was OK by me. It gave me unlimited access to the chapel organ for practice and resulted in my being asked by the Dean of Women to furnish background music on the Hammond electric organ in the posh Renaissance room in the library where teas were the style in those days. For each of these events I was paid $3 and engendered a high profile among the female elite of the student body who were wanting to go to the teas—the girls of the Pan Hellenic Society, the Associated Women’s Students, etc.

So my fingers (on the ivories) were doing the walking—well, the earning, and my parents did not have to fork over that first dollar for my undergraduate training, just an occasional dressed chicken sent by my mother to Aunt Ruth, but that was it. I felt that I was independent, I was living in a sophisticated environment at my uncle’s, and I no longer felt inhibited by my strict parents’ restrictions—and I had a ball! I was pretty naïve and thoughtless though; things had worked out so well for me, so why worry about the future? Incidentally, I did graduate eighth from the top in my class, due to the chancellor’s veiled admonitions four years earlier. But I must continue.

 

Clarence who?

I am not quite finished with undergraduate years. The next vignette may seem inconsequential, but keep in mind, it turned out to be very significant. The setting: a picnic in the mountains. Who was there? I don’t remember, just a bunch of college students. What? I was sitting on a big rock eating a hot dog when a blonde girl I didn’t know joined me and initiated conversation. She was quite hep, and shortly had me telling her about my interest in organ playing. At that point, she became very excited and said that I must meet her uncle from New York, Clarence Dickinson, who would be in Denver in a couple of weeks. Her enthusiasm caused me to think that Uncle must be a man of some importance. And indeed the name was familiar to me: Dickinson was the author of the organ method text given to me by my cousin, my first organ teacher, that summer after my eighth grade. 

I was only mildly impressed, however, but I did mention this information to my organ teacher at my next lesson. Well, his reaction let me know that Clarence Dickinson was indeed a person of importance, being the head of the School of Sacred Music at Union Theological Seminary in New York City. So, a week later, I was playing two of my biggest pieces at St. John’s Cathedral for Dr. Dickinson, my teacher having somehow made contact with him in Denver. Tall, dignified, with white hair and mustache, Dr. Dickinson was cordial, and, I thought, politely complimentary. But I was still only mildly interested; I was probably preoccupied thinking about the impending fall Pan Hellenic formal. By the way, I never encountered the blonde niece on campus again. Was she my Guardian Angel in disguise? If so, she must have been pretty bored by my lackadaisical lack of enthusiasm. But guardian angels must be patient, and fortunately Guardian Angel didn’t forsake me, as will soon become evident. She just became a bit more devious. So I continue.

 

Aunt Ruth: gateway to Eastman

I have mentioned my Aunt Ruth previously. There is no doubt that she was my mentor if indeed not my Guardian Angel. She introduced me to the facets of the professional musical world, and she and Uncle Arthur took considerable pains to civilize their shy and unhep nephew from Sterling. By my senior year, Aunt Ruth had sensed my lack of a clear picture of what I was going to do the next year after graduation. My Bachelor’s degree in Social Sciences had presumably prepared me for getting a job in some small-town high school teaching history or social studies. But it was obvious that my interest and talents lay elsewhere—in music, of course. 

Aunt Ruth had a former voice student who had gone to the Eastman School of Music in Rochester, New York, and had high praise for the school. It sort of became understood during my senior year that I should go to graduate school the year after graduation from Denver. So I applied to Eastman and was accepted. However, I don’t remember now that I was particularly concerned about the financial requirements this expensive school would entail. I guess that I naïvely assumed that it would work out some way. It always had, hadn’t it? Of course, if there were sounds of fluttering angel wings, I didn’t notice.

I taught some organ students during the summer and played oboe in the Sterling summer band. So I had a little money in my pocket when I started out for New York with my two friends in the model A Ford. We traveled economy class, camping out, cooking our own food, and cheating on entrance fees at places like Mount Vernon. After two weeks of travel and visiting the 1939 World’s Fair in New York, we arrived in Rochester. The semester had not yet started, but I went into the Eastman office to see what a student did about housing. There was no men’s dormitory, but I was given a sizeable list of rooming houses near the school that catered to Eastman students. The person I talked to about this looked at a register of entering students (probably to see if I were indeed a legitimate entrant), and seeing that I was to be an organ student she immediately told me that an organ job was open and would I like to try out for it? 

And OK, yes, a lady had called for an organ student to come to her home and play her pipe organ during tea that she was hosting. It was intimidating that in view of the address this would undoubtedly be in one of the mansions out on East Avenue where the old elite of Rochester held forth. Well, I had brought with me my “tea time” music, thanks to those $3 gigs I’d played for at the University of Denver—I’d “been there, done that.” This gig was indeed in a mansion on East Avenue and was on an Aeolian pipe organ, the instrument of choice in those days for those who could afford such a pipe organ in their home. And needless to say, the pay was considerably more than $3. And, when I had my audition at Emanuel Lutheran Church, I got that job. So I had money to pay for my room and board—board by eating on $1 a day at a cafeteria across the street from the school.

Did Guardian Angel arrange it that I got to Eastman several days before the other students arrived, so I had no competition for these jobs and the opportunities to make some money?

By this time things had improved for my parents. Sterling was having a modest oil boom, and new houses were being built. Three blocks of our farm abutted on a subdivision, and it became possible to sell some of our property for city lots. I felt able to ask for tuition money, since I’d cost my parents nothing for my undergraduate education.

 

Life at Eastman

I found life at Eastman a far cry from my Denver experience. As an undergraduate in Denver, I had played an organ concerto with the Denver Junior Symphony, the Grieg piano concerto with the University Orchestra, and the organ part to the Saint-Saëns Organ Symphony with the Denver Civic Symphony. Big deals!!! Big toad in what I now found out had been a fairly little puddle. My uncle, who was somewhat of a VIP in some circles in the city, reported stiffly one evening at dinner that when he had that day been introduced to someone, he was asked, “By any chance are you related to Oswald Ragatz that young organist?” May I say, that that “made my day.” Country nephew, indeed!

But things now were different in Rochester. I was just a new student in one of the top professional music schools in the country. And believe me, there is no place more competitive than a big music school. Nearly all of my fellow graduate students had undergraduate degrees in music, many from Eastman itself. During my time at Eastman I learned discipline, humility, and respect for what the music profession really was like.

My Guardian Angel was no doubt cheering a bit seeing her/his protégé getting his comeuppance. But I was not being crossed off the list that year. Oh no! So I must continue this saga.

About the Lutheran church: it had an organ the likes of which I had not encountered. At that point, the organ world in the United States was just beginning to become aware of a renaissance in organ tonal design that had begun in the middle of the 20th century. The new instruments that were being built by many European builders and by a few avant garde builders in the United States were referred to as Baroque organs because the builders were attempting to design their organs on the tonal principles of the great old European organs of the 17th and 18th centuries. The organ at my church was a newly built instrument by the Walter Holtkamp Company, one of the first of these avant garde American builders. After a year with this organ at Emanuel Lutheran, I understood how to use it. This experience became very valuable for me, as will be noted later on.

The choir director at church was a talented young man who was the choral person in one of the big Rochester high schools, and his church choir was made up almost entirely of high-school age singers. I was getting some very good experience in choral techniques by observing how Ernie Ahern worked with the choir. I had had no training in choral work up to this point. The second year in Rochester, I actually did some private coaching with Mr. Ahern, and what I learned became the basis of my career as choirmaster through all my life.

One other facet of the Rochester experience must now be mentioned to make clear how the chain of events developed. If one link in the chain had not been there, there would have been no chain. When I obtained the list of rooming houses suitable for an Eastman student, my choice was purely arbitrary (or was Guardian Angel getting into the act again?). The first place I investigated was a big, old, three-story Victorian home, housing a dozen or so men, half of whom were students, the others single professional men. The maiden lady that ran the establishment had a nice vacant room (due, I presume, to the fact that I had gotten there before other students had arrived in the city). It was a congenial bunch of fellows, who all seemed to be on a tight budget, so we frequently ate supper en masse (I could hardly honor the meal as dinner) at the aforementioned cafeteria. 

 

Wilson College

One of the students, a fine violinist, and I became very good friends. It turned out that John’s father was the head of the music department of Wilson College, an undergraduate woman’s college in Chambersburg, Pennsylvania. When John came back from Christmas holidays, he told me that the organ teacher at Wilson College was going on sabbatical the second semester the next year, and his father, Prof. Golz, thought I might want the job as substitute for a semester. Of course I was most interested, and as a matter of fact I went down to Chambersburg with John during spring break to be interviewed. I played for Prof. Golz, and he seemed pleased and offered me the job. A real teaching job with a salary—$850 for the semester as I remember it! But that was 1940, and remember, I was eating on a dollar a day, so that seemed like a gold mine. I was just beginning to cope with the competitive stress of Eastman and the demanding teaching of Harold Gleason, my organ professor, so I was very glad to stay on at Eastman for the summer and fall semesters, which enabled me to get a second major, namely in music theory. Then in January of 1941, I arrived at Wilson College, with its faculty comprising chiefly elderly ladies. Now that was an interesting experience for a 23-year-old kid hardly dry behind the ears. It could furnish material for another different document, but that would have no relevance in this tale, except for two non-Wilson people with whom I made friends.

There was a young lawyer in Chambersburg who was very interested in music, and since there were not many opportunities for social contacts with people in their twenties, he immediately contacted me, and we became lifelong friends. He lived with his mother in Chambersburg, and they were frequently visited by his sister Selma, a music teacher in Baltimore and a graduate of N.Y.U. Selma was about my age, and we became good friends also—we dated in fact.

The semester at Wilson College was all too short, and I was having to face a very uncertain future. World War II was in full cry, and I had registered for the draft while in Rochester. So that dark cloud was hovering over my head. But I had had no word from Uncle Sam, so in the meantime I had to hunt for a job. I registered membership with a teacher’s placement agency in Chicago—Clark Brewer. And in May I went to New York to interview with a couple of agencies there. But they wouldn’t even take my registration. Colleges were retrenching because of the war and were hiring no new faculty. 

That was a very low moment in my life. For the first time I was faced with having no idea what to do next. I was suddenly out in the big world. I started walking aimlessly up town on Fifth Avenue, my mind swirling. I may even have contemplated how near the Hudson River was and how long would it take one to drown oneself. But maybe I wasn’t that far down or that stupid. At any rate, by the time I’d walked from the ’40s where the agencies’ offices were and reached 59th Street and the beginning of Central Park, my befuddled mind began to remember that Selma, who of course had lived in New York City while attending N.Y.U., had at some point asked me why didn’t I look into Union Theological Seminary. That had seemed like a dumb statement. A seminary? I didn’t want to be a preacher! Far from it!

 

Oh, that Clarence

But now my tiny memory began to function, and by the time I got up to the Metropolitan Museum, I thought of the blonde at that picnic in the mountains years ago, and her uncle, Clarence Dickinson, who was the head of the School of Sacred Music at—yes—Union Seminary in New York City. With a quick visit to a phone booth, where wonder of wonders there was a phone directory, I determined that Union Seminary was at 120th Street and Broadway. The next 50 or so blocks were covered with considerable resolution, and crossing over west to Broadway, past the Cathedral of St. John the Divine and Columbia University, I found the Gothic towers of Union Seminary and its quadrangle, which occupied two city blocks. 

Hot, tired, still dispirited and thinking that this was totally mad, I entered the main entrance and located the offices of the Music School. When I made it known to the secretary that I might be interested in becoming a student there, things began to move very rapidly. I was ushered into Dr. Dickinson’s office, where I was warmly greeted by Dr. Dickinson and then was introduced to Mrs. Dickinson, who, it developed, actually seemed to manage the business end of the school. The introductions were barely over when Dr. Dickinson said he remembered my playing for him in Denver, and that I had played very well. Where had I been since then? Eastman? Teaching at Wilson College? Interesting. Well, of course they would be delighted to accept me as a student working on the two-year curriculum leading to the Master of Sacred Music degree.

I had no money? No problem! The dormitory had two-room suites for students at $10 a month, and I could work a shift in the refectory for all my meals. And all of their students were placed in churches in Manhattan and in communities around New York City—on Long Island, in Westchester County, in Connecticut or over in New Jersey. Auditions for a job would be set up for me during the next month.

I could hardly believe all this. An hour earlier I was plodding the streets of New York wondering if I should be heading for the Hudson River. And had I listened, I might have heard Guardian Angel wildly flapping wings and snarling, “Oh ye of little faith, you silly twit. Why do you think I had that blonde girl join you on that rock that afternoon in the Rocky Mountains? And all of that other stuff we went through to get you this far!” Of course I wasn’t listening, but I do hope that I had the good grace to think that too many good coincidences were beginning to occur. My parents once had told me that the German name Oswald meant “Chosen of God.” What’s in a name? Maybe I should have paused to think. But of course, pausing and thinking were two things I’d not yet learned to do.

So I was set for two more years, Uncle Sam willing. I went back to Rochester for the summer to finish my master’s thesis. I had enough money saved up from that great salary at Wilson College to pay for a room at the Y, eat at the cheap cafeteria, and pay train fare to New York City twice for auditions.

The second audition was at Hitchcock Memorial Presbyterian Church in Scarsdale, a posh suburb in Westchester County. As it turned out, this was one of the prime jobs the Union students had. I would be replacing Robert Baker, a doctoral candidate at Union, who had just been hired at First Presbyterian in Brooklyn, a real, full-time professional position. I felt the audition went well, but nothing definite was said at the conclusion of my playing and answering questions. I would have a junior choir, a choir of twelve high school girls, and a professional quartet—VERY professional. The soprano had just sung a solo recital at Town Hall and the contralto was singing at the Metropolitan Opera a couple of years later, and several years later I read a rave review of her Carmen sung in Vienna. 

This would not be the first time I was faced with a task for which I was not really prepared. But I will say, without professing any modesty, that I never ducked. I learned how to conduct from the console by doing it—not that that quartet needed as much conducting as I thought I should be doing. At the end of the interview the chairwoman, an elegant middle-aged lady, said she would like to take me to dinner at the Scarsdale Country Club. That didn’t scare me: my aunt and uncle had seen to it that I knew how to behave at dinner, hold the chair for the lady, use the flatware from the outside in, etc. I seemed to pass muster with my hostess, since she informed me at the conclusion of the evening that I was hired. Eureka! Not only was the salary quite sufficient to pay for the organ lessons (which were outrageously high even for those times), tuition, and incidental living expenses, but even for a concert and opera now and then and a few heady evenings taking a date dancing to big name bands on the Astor roof.

 

Life in New York City

Guardian Angel now left me for a time as I devoured the life in New York. Our church jobs only required our presence at Sunday morning services, so a number of very compatible friends from Union would rush back to Manhattan by 3 o’clock, meeting at one of the big churches that had afternoon vesper services, oratorios, etc. A typical Sunday afternoon would be St. Bartholomew’s on Park Avenue at 3, where the 60-voice choir sang an oratorio every Sunday with a stunning organist on an enormous triple organ—chancel, rear gallery, and dome, playable from a single console in the chancel. Then over to St. Thomas on Fifth Avenue to hear a fine boy’s choir sing the 5 o’clock vesper Evensong. Then after a quick snack at our favorite bar, Tops, it was to St. Mary the Virgin Church on 46th Street, where the young avant garde organist, Ernest White, presided over a high-church late Evensong service. When I heard Mr. White play, I knew that I would have to study with him someday—which I did one summer after I had been at I.U. for a couple of years. These experiences taught me more than all the courses at the School of Sacred Music about what music could be in an enlightened church—with money. I HAD A BALL, needless to say.

It was the summer after the first year in New York, and I had had a very lucrative June playing for eight or more fashionable Scarsdale weddings. I was set indefinitely at the Scarsdale church and at Union, and after the M.S.M. degree I could continue working on a doctoral degree at Union, as had my friend, Robert Baker. I had dreams of eventually also moving on to some big Manhattan church. But this had to wait for a few decades for one of my students, who now is at the First Presbyterian Church in New York and is a big name there. Guardian Angel had other plans.

 

Hoosier holiday

Mail time was always a time of anxiety. Several of my friends had been drafted, but there was no message from the government for me. BUT, there was a letter from Clark Brewer Teachers’ Agency in Chicago telling me that there was an opening for an organ teacher at Indiana University. INDIANA? That was just a state to quickly get through when one was en route from Colorado to New York (with the exception of that adventure at Spring Mill Park in 1939). But I could get my expenses paid to Bloomington, and—always on the lookout for a deal—I figured I’d go to Indiana and then on to Colorado to visit my parents. I hadn’t been home for two years. I would go by train and stop off in Rochester to take my orals on my master’s thesis. Sneaky. Smart. I wasn’t even remotely interested in a job in Indiana.

So that is what I did, and after a night sitting up on a train from Rochester to Indianapolis, and then a bus to this village in the wilderness, I was even less inclined to take it seriously. After a night in a hot room in the Graham Hotel, I wandered out to the campus, past yellow clay around the old business school and the auditorium, both of which had just been completed. With the help of a kind lady who thought I was a new student (my ears were slow to dry), I found the new music building. First I was interviewed by Dean Sanders, a smooth, formidable, sophisticated young man, and then by the chairman of the theory department. Then I was taken up to a small practice room where the only organ on the campus existed. And guess what? The instrument was a Holtkamp almost identical to the one I’d had in Emanuel Lutheran in Rochester. And of course I knew how to handle it. (Did Guardian Angel snicker smugly?) 

So I played a couple of big pieces, and because I didn’t give a tinker’s cuss about the job, I was cool, probably to the point of being arrogant. Consequently, I greatly impressed the interviewers. It was explained to me that there was one organ major who would be a senior. Her organ teacher, who was also a pianist and taught theory, had been drafted. The organ “department” had been set up two years before when one Mary Christena had come over from the main campus wanting to major in organ. An organ curriculum was hastily fabricated, the Holtkamp was promptly purchased, and now they needed a regular organ teacher to get Miss Christena through her senior recital. 

I would teach any other organ students that might show up when it was learned that there was an organ teacher (there were nine of them), I would teach two sections of freshman music theory (after observing the chairman of the department teach another section of the same class each day), a music appreciation class for the general student body (there were about 70 enrolled, it turned out), and I would conduct the Choral Union, the only choral group on campus. This would result in my conducting in the auditorium a performance of Messiah, with orchestra, just before Christmas. I had never conducted an orchestra, to say nothing of an orchestra with a big chorus of 90 or so singers. But as I said earlier, I was not one to duck. I was new at academia and didn’t know that this teaching load was brutal and now would be considered illegal. It was a job, and I intended to be a success at any cost.

But I wasn’t offered the job on the spot, which was of no concern to me. I wanted to go back to New York. As a matter of fact, I called my parents and suggested that they come east instead of my going on to Colorado. They would meet me in Chambersburg, where I would go to visit Rudy and Selma Wertime. Did I tell Dean Sanders about this? NO, of course not. (Guardian Angel almost gave up on me at this point.) Three days later, my family and I were at the Wertimes in Chambersburg, when I got this irate call from Dean Sanders wanting to hire me. I don’t know how he found me. He probably contacted someone at Union who knew I had a girlfriend in Chambersburg and knew the name. I never asked. Maybe Guardian Angel slipped him a note.

So I was being offered a real job, a permanent job, albeit in the hills of Indiana. Well, I stalled a bit. My parents pushed, Guardian Angel was pushing, I am sure. I thought that surely that draft would get me any day, and a job at Indiana University would look good on my résumé some day, so I gave the dean a reluctant “yes.” The Dickinsons called me a day later suggesting that I postpone the appointment for a year, so I could finish the degree, but that was out of the question since Miss Christena would be awaiting her new teacher in September. So after a week in the city with my parents, I was off to Bloomington, Indiana, for an entirely new life, and as it turned out, a wife.

Mary Christena turned out to be a fine organist, and again I was faced with a situation I wasn’t quite ready for. But I didn’t duck, and she got a performer’s certificate with distinction for her senior recital. It was not until after Mary’s graduation that the student-teacher relationship segued into a more personal one. After a summer of dating, Mary went to New York to Union Seminary on my recommendation. I wanted her to experience the school, and especially the milieu of New York City and the great church music. However, she spent only one semester at Union, terminated by my going to New York to propose at Christmas. And that event can be subject for another paper—shorter than this one, I assure the reader. We were married June 4, 1944. (I never had trouble remembering that date. The assault on Normandy was to take place that week.)

There is one loose end that must be taken care of in closing: THE DRAFT. During my first Christmas vacation at I.U., I had three recitals scheduled in the East—for the American Guild of Organists Chapter of Baltimore, before the New Year’s midnight service at First Baptist Church in Washington, D.C., and in Chambersburg. Of course I had as yet not learned how to cope with the stress of this sort of behavior, and I took sick on the B. & O. train returning from Washington to Indiana. A few days later, my landlords called a doctor, and I was promptly swished off to the hospital in an ambulance with a severe case of pneumonia. (Guardian Angel was taking severe measures!) 

I was very ill, and had not the sulfa drugs just come on the market, I might have died. But after three weeks, I was released, only to go back to my room to find THE letter from Uncle Sam telling me to report for induction in Indianapolis. Why had it taken them so long to find me? I had registered in Rochester, giving my address as Sterling, Colorado, but I found out later that my registration had been sent to Sterling, Pennsylvania, wherever that is.  And when they finally found me, it was discovered that I had registered as a conscious objector—and that is another story—so interviews had to be made with all sorts of people in Colorado to see what sort of a jerk I was. (Was Guardian Angel back of all this? Surely not . . . ) But now I was going through induction in Indianapolis, then, pale, and suspect. The late January quota for draftees was unusually low that month, and after the examining doctors took a good look at me and they took a look at my 1-A-O classification, I was told that I probably wouldn’t do much good for the U.S. Army and to go back to I.U. “and teach them how to sing the Star-Spangled Banner.”  

So that’s how I met my wife. Do I believe in a Guardian Angel? Sometimes I almost think that I do. Maybe everyone has a similar chain of events that direct them through life. They just don’t spill the whole tale in a writer’s club. I leave it up to you, with apologies for being too forthcoming. n

 

What a pleasure it has been to prepare this essay for publication in The Diapason to honor and celebrate the 90th birthday of Dr. Oswald G. Ragatz. This inspirational tale provides a glimpse of the organ and church music scene in New York in the early forties, as well as the documentation of the beginning of the I.U. Organ Department at that same time. When Dr. Ragatz retired in 1983, that organ department that he found in Bloomington in 1942 with the Holtkamp organ in the practice room had grown to a department with a notable historic concert organ in the I.U. Auditorium, two respectable studio organs, and eleven pipe organs in practice rooms for student use. Ragatz built the department to a level where it could take its place along with the other large university organ departments in the United States. Currently, the organ department of the Jacobs School of Music at Indiana University is one of the largest institutions offering degrees in organ in the United States.  

With approximately 400 living IU alumni organists, the former students of Oswald Ragatz can be found all over the U.S. and in several foreign countries. Teaching and playing in both churches and universities, these Indiana University organists carry the Ragatz legacy with them in all of their endeavors. We salute you, Dr. Ragatz. Happy birthday and many happy returns.

—David K. Lamb

 

James David Christie, David Craighead, Thomas F. Froehlich, John Grew, Stephen Hamilton,

Recitalist, teacher and recording artist, Marie-Claire Alain is one of the leading personalities in the world of organ music. Born into a family of musicians at Saint-Germain-en-Laye, she studied music at the Conservatoire National Supérieur de Paris, where she won four first prizes, soon followed by several awards in international competitions.
Marie-Claire Alain’s concert tours have led her throughout the world, including numerous trips to the United States and Canada since 1961. Critics praise the clarity of her playing, the musicality of her interpretations, the purity of her style, and her mastery of registration.
Greatly sought after as a teacher and justly famous for her lectures illustrated with musical examples, Marie-Claire Alain bases her teaching on extensive, unrelenting musicological studies in organ literature and performance practices of early music. After teaching for sixteen summers in Haarlem, The Netherlands (1956–1972), she now holds a workshop every summer in Romainmôtier, Switzerland, where the house organ from her family home in France is located. She taught for many years at the Conservatoire National de Region de Rueil-Malmaison, followed by several years at the Conservatoire Supérieur de Paris. Her discography is impressive, containing over 220 recordings, including the famous “integrales” or complete works (J. S. Bach, Couperin, de Grigny, Daquin, Franck, Handel, J. Alain, etc.), which have won her numerous Grands Prix du Disque in France and abroad. In addition, an educational DVD featuring Mme. Alain was produced by the American Guild of Organists in 2002. Marie-Claire Alain has received honorary doctorates from Colorado State University (Fort Collins), Southern Methodist University, Dallas, Texas, The Boston Conservatory of Music, McGill University, Montréal, Canada, and most recently in 2006 from the Johns Hopkins University in Baltimore, Maryland. In 1984, she was named International Performer of the Year by the New York City AGO chapter, and in 1999 was given the AGO Lifetime Achievement Award. In France, she was awarded the degree “Commandeur des Arts et Lettres.”
As an outgrowth of her great interest in the pipe organs of her own country, Mme. Alain serves on a commission of the French government for the promotion and construction of new pipe organs in France. Classic CD magazine named her one of “The Greatest Players of the Century” in 2001 in a list that included the entire classical music world. For many years, she has been an adjudicator at organ competitions all over the world. In 1999 she was president of the jury of Concours Suisse de l’orgue, and on several occasions she has presided over the juries of the Concours International de Chartres and of the Musashino International Competition in Tokyo.
—Stephen Hamilton
 

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In 1965, a brilliant young student of Arthur Poister, Byron L. Blackmore, moved to my hometown of La Crosse, Wisconsin, to assume the city’s only full-time church position. I had the privilege of being his first organ student at the age of 13, and it was Byron who introduced me to the artistry of Marie-Claire Alain. He had me purchase her recordings of de Grigny, Couperin, Bach, Handel and Jehan Alain, and from these recordings my life completely changed. I immediately fell in love with her incredible musicianship, her extraordinary attention to detail, touch, ornamentation, breath, style and, above all, music-making, and I knew I wanted one day to be her student.
I met Marie-Claire for the first time at a concert she performed in Rochester, Minnesota, when I was 14 years old. She made a very ordinary electric-action organ come alive. Following the concert, we spoke at the reception in French, and she patiently coached our conversation along, helping me with my first year “command” of the language. She was so kind, warm and encouraging. She gave me her home address in L’Etang-la-Ville and told me to keep in touch. I couldn’t believe such a great artist would be so kind and take so much time with a young student. Many years later, I realized I was the same age as her only son, Benoit. She has always had a loving maternal relationship with all of her students.
Throughout my high school and early undergraduate years, I followed her around the country for masterclasses and concerts. The most memorable was her week-long seminar at Fort Collins, Colorado, in 1971. It was amazing to see her deal with so many diverse students. She had an uncanny way of meeting every student where they were and helping them change by opening their ears and minds. She received her first honorary doctorate on this occasion and, twenty years later, I had the honor of placing a doctoral hood over her head as Chair of the Organ and Harpsichord Department at the Boston Conservatory. After my junior year at Oberlin, I decided to take a year off and go to Paris to study privately with Marie-Claire. We worked mainly on classical French works, Buxtehude, and Jehan Alain. Her attention to detail, her pleas to always listen to the music, and her insistence that the organ itself was one’s best teacher changed my approach to performing and certainly influenced me greatly in my own teaching. As I was particularly interested in Buxtehude, she encouraged me to go to North Germany and play the historic organs, which I did. Because of this, I devoted the next ten years of my life to an intensive study of Buxtehude and the North German masters of the 17th century.
Marie-Claire Alain taught all her students to question, to be stylish, eclectic, open, inquisitive, ready to do research, always prepared to learn and change one’s mind, and to live as a 20th-century musician. She stressed the importance of knowing, studying and performing music of our entire heritage and to be “diversified” (she was using this term years before investment companies did!). Her performances of music including the complete classical French masters, Muffat, Bruhns, Bach, Franck, Liszt, Widor, Jehan Alain, Duruflé, Messiaen and Charles Chaynes were all equally thrilling.
The most moving day of my life was in Paris in January, 1995, when Marie-Claire invited me to move from “vous” to “tu”—but it never feels right when I do this. The respect I have for our “Mâitresse” is too great. Happy birthday, dear Marie-Claire—thank you for all you have given the world—you will live forever!
—James David Christie
Professor of Organ
Oberlin Conservatory

 

 

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It is both a privilege and an honor to be invited to join with those who are contributing tributes to Marie-Claire Alain. Like many, I first became acquainted with her through her prolific recordings and writings. It was not until the 1981 organ workshop at Colorado State University, Fort Collins, that I had the opportunity to observe her as a recitalist and teacher, and to get to know her as a person. My wife Marian was at the conference with me, and we were completely captivated at how the remarkable personality of Mme. Alain showed forth in all that she did—conducting classes and performing. Her enthusiasm and love for many different styles of music, along with her attention to detail and appropriate fingering, were things that those of us who were observers could retain far into the future.
Marian and I both found Mme. Alain to be supremely generous with her musical ideas, and gracious in letting us “pick her brain”! I clearly recall Marian remarking wistfully how she wanted so much to play Franck’s E-Major Choral, but her hands were too small. The immediate response was “Oh nonsense! I’ll show you how to do it!”
Aside from music and pedagogy, Marian was quite taken with her many other interests, especially relating to her home life—her children and the roses she tended to with loving care. We couldn’t get over how, being a genius, she was so very down-to-earth!
Regarding Mme. Alain’s stature as a teacher and scholar, the two occasions that gave Marian and me the best opportunities for observation and assimilation were the Fort Collins workshop and then, sometime later, a similar week at the Eastman School of Music.
The five-day Fort Collins event included a recital, which was divided in half and played on two different organs. The first part, devoted to Bach, was played on the 3-manual Casavant (1969) at the university. The second half was at St. Luke’s Episcopal Church where the organ is a 2-manual Phelps (1974). This program included Nivers, Franck, and Alain. It was of interest to me to note the effective way in which she handled the Franck and Alain on an unenclosed instrument that was predominately North German in style.
I was also greatly interested in her class presentation of the connection between French and German organ music. There were five groups of music for illustration:
1. Music written on religious texts. (from Couperin Parish Mass, Bach Partita O Gott du frommer Gott)
2. Use of liturgical melodies (four excerpts from de Grigny Mass; Bach, four chorales from BWV 651) 3, 4. Bach’s influence through the 19th century (Bach Prelude & Fugue in a minor, Franck Choral No. 3 in a minor, Bach Passacaglia, Franck Choral No. 2 in b minor)
5. Connections of J. Alain with J. S. Bach (Bach Sonata No. 3 in d-minor, Alain Variations sur un thème de Clement Janequin, Choral Dorien, Choral Phrygien, Litanies).
Marian and I gained so much from the sessions that week that I find myself wishing I could hear them all over again!
One especial gesture of kindness that I cannot forget is the beautiful note that Mme. Alain wrote to me following Marian’s death ten years ago. This letter completes the esteem and admiration we both had for Mme. Alain for all these years—as a performer, teacher, and a wonderful person!
This is to wish her continuing great joy and success for many, many years!
—David Craighead
Professor Emeritus
Eastman School of Music

 

 

 

 

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Like my friend and colleague Jim Christie, I was also a young person in Wisconsin when I first came to know of Marie-Claire Alain. Playing the organ was my first love, and it was during my senior year in high school that I went to hear her play a recital at Northwestern University. The program made such an impression on me that to this day, 35 years later, I can still remember some of the compositions that she performed.
My decision to enroll at the Lawrence University Conservatory of Music was largely based on the fact that their organ teacher, Miriam Duncan, had recently returned to the States after a year of sabbatical study in Europe. During that year she was a student of Anton Heiller, but also took some lessons from Mme. Alain, specifically to study early French music. So, having the opportunity to study with a student of Marie-Claire Alain, I soaked up information and performance practice like a sponge. All I wanted to do my freshman year was to play early French music! Quite coincidentally, in the fall of my sophomore year, I happened to win a contest in which I played Clérambault’s Second Suite. Anton Heiller was on the jury and was the first to plant the seed that perhaps I might want to study with Mme. Alain myself some day. That’s exactly what I did during my senior year. After graduate school I went back to France for two more years.
Mme. Alain’s students traveled to her home in L’Etang-la-Ville, a western suburb of Paris. (In about the mid-1970s, she affiliated herself with the conservatory at Rueil-Malmaison, and so students after me studied in a more structured conservatory environment.) It was such a relaxed environment (including her cat sitting on the window sill) that it was more an atmosphere of friends getting together than a young student in the presence of a great teacher. My lesson time was on Tuesdays at 10:15, and I was her only student of the morning. Sometimes the lessons were an hour; sometimes they stretched to 90 minutes or more.
I’ll never forget my first lesson. One can imagine what a bundle of nerves I was, yet Marie-Claire put me instantly at ease with a simple admonishment: “You’re not here to impress me with how well you play, nor to make me cry with what beautiful music you can produce. You’re here to learn.”
And so it was, for three years, countless lessons during which we covered all of the major French Baroque literature, nearly the complete works of Bach, and most of the music of Jehan Alain, Franck and other French masters, as well as a generous smattering of North German music, too. The repertoire at each lesson was totally different. Only once did I play the same piece twice.
Mme. Alain’s teaching style was similar to what I had been used to as an undergraduate. She started with the assumption that one could at least play the notes and beyond that very little was ever necessarily right or wrong. Often she would throw out a provocative question about interpretation just to quiz general knowledge of a period and style. On more than one occasion I caught her purposely stating something totally contrary just to see if I’d have the wherewithal (or nerve?) to contradict her! More than anything, Marie-Claire made a very conscious effort to allow her students the freedom to express themselves at the organ. I remember her saying “the last thing the world needs is a bunch of little Marie-Claires running around!” Since then I’ve always been of the opinion that the mark of a really great teacher is one who can teach without stifling the spirit or creativity of the student. Her students bear her imprint without being her clone.
In the 30 years that have elapsed since those days as a student in France, I have been continually impressed with Marie-Claire’s continued interest in her former students. It is often said that her students are like her children and that, while they grow up and move away, the bond remains nonetheless. When I consider the sheer number of students that she has taught over her impressive career, I wonder how she has time to do anything else except to keep up with her extended family. Recently, I’ve heard Marie-Claire play any number of times and, like Horowitz or Rubenstein, who played well into their 80s, she continues to play beautifully. Clearly you’re not ready to retire from performance, Marie-Claire! Thank you from the bottom of our hearts for your wisdom, your guidance, your inspiration, and, most of all, for your enduring and loving friendship.
—Thomas F. Froehlich
Organist, First Presbyterian Church
Dallas, Texas

 

 

 

 

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One of the great pleasures for me during the past 30 years of teaching at McGill has been those numerous occasions when Marie-Claire Alain came to give masterclasses and play concerts. The most memorable of these was in November 2001 when her visit happily coincided with the Fall Convocation, and McGill was able to confer a Doctor of Music, Honoris Causa, on her. The text of the citation that I read was as follows:
“Marie-Claire Alain is one of the legendary musicians of our time. Mme. Alain was born in 1926 at Saint-Germain-en-Laye into a home full of music. Her father, Albert Alain, who had studied with Caussade, Guilmant, and Vierne, was an accomplished church musician, performer, and composer. Her brother, Jehan, killed in action in 1940, left a legacy of some of the 20th century’s finest organ music. A second brother, Olivier, became a leading musicologist. By the age of 12, Marie-Claire was already, on occasion, replacing her father in the organ loft. Her own teachers, after her father, included such illustrious musicians as Marcel Dupré, Maurice Duruflé, André Marchal, and Gaston Litaize: a goodly heritage indeed.
“As concert organist, Mme. Alain has toured worldwide and made over 200 LP recordings and more than 60 CDs, and earned numerous prizes, including multiple Grands Prix du Disque. “As a pedagogue, Mme. Alain has had a spectacular career. Students from the four corners of the globe have flocked to Paris to study with her, their names reading like a veritable Who’s Who of the organ world today. Probably no other organ teacher has produced so many prize winners at international competitions. Her courses are legendary, her teaching marked by an open questioning manner and a quest for authenticity in matters of historical performance practice.
“Mme. Alain has also been a champion of historical instruments, evidenced by the great care she takes to choose the most historically appropriate instrument for each recording project. This obviously entails exhaustive research.
“As a scholar, Mme. Alain has published numerous articles on performance practice, many of which have been widely translated. We are pleased to note frequent citation in musicological literature of one of her articles published by McGill in L’Orgue à notre époque, a collection of papers and proceedings of an organ symposium held at the University in 1981 on the occasion of the installation of the French classical organ in Redpath Hall.
“Marie-Claire Alain has been named a member of the Swedish Royal Academy of Music. The city of Lubeck granted her the Buxtehude Prize in recognition of her work promoting early German music, and the city of Budapest awarded her the Franz Liszt Prize. In France, she is a Commander of the Légion d’honneur and a member of the Ordre Nationale du Mérite and of the Ordre Nationale des Arts et Lettres.”
The 2001 visit of Marie-Claire also happily coincided with the 20th anniversary of the splendid Wolff organ in Redpath Hall. She gave masterclasses on both weekends before and after convocation and played a memorable recital. During the planning stages of this organ in the late 1970s, she was always ready and willing to answer questions, or to point us in the right direction and open doors. Needless to say, planning an historical copy in the 1970s was somewhat more nerve wracking than it might appear today. It was a great adventure, and Marie-Claire knew how to encourage us to stay the course whenever doubts set in.
There are many anecdotes that come to mind. One of the most memorable for me dates from 1969 when she invited all her students to come to Poitiers. She had just completed a recording session over the preceding two days, and there she was giving us a class on this great Clicquot. The energy and the generosity were breathtaking to say the least. And of course there was wonderful food and wine in a little restaurant sympathique!
A story that I love to tell my students, especially those having difficulty remembering where the stops are, concerns a visit to play a concert on the von Beckerath in my church in Montréal. I met her at the airport around 11 am and we proceeded to the church. She spent about half an hour trying out various registrations and asking my opinion but she never wrote anything down. Then we went off for a leisurely lunch bien arosé. After lunch she went to her hotel to rest and to study her scores. That evening she played her concert from memory and pulled all her own stops in the process. All the registrations worked magically! What métier!
There were the many occasions when she traveled for concerts and I would go along as assistant, especially during the Haarlem organ academies. Not only did I get a chance to play some incredible organs, but we drank some splendid wine.
When all the faculty were assembled to teach at the 2003 McGill Summer Organ Academy, I realized that half of the fourteen were her former students. I think that even she was a little surprised—at least momentarily—when I announced this at the opening dinner. Has there ever been an organ teacher more admired and loved by her former students than Marie-Claire Alain?
—John Grew
University Organist, Chair of Organ Area, Schulich School of Music,
McGill University
Artistic Director,
McGill Summer Organ Academy

 

 

 

 

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It was in 1961, when I was a 13-year-old organ student, that the Des Moines (Iowa) Chapter of the American Guild of Organists presented Marie-Claire Alain in a concert at University Christian Church on the Walter Holtkamp pipe organ. It was impressive to hear her performing from memory, and captivating to hear Litanies for the first time.
From that moment, I became obsessed with finding all of her recordings. My quest took me to every bookstore and record shop in central Iowa, and unearthed recordings of Couperin, de Grigny, Buxtehude, Pachelbel, Franck, Alain, and Widor; Musical Heritage Society had the good sense to issue her performances of all the works of Bach.
In 1967 during my college years, Mme. Alain performed in St. Louis at the Priory on an instrument with mechanical action. I remember her playing all six of the Bach Schübler Chorales, the third Trio Sonata, the St. Anne Prelude and Fugue, and the Franck Pastorale as well as Messiaen’s Dieu Parmi Nous and both of the Jehan Alain Fantasies. The clarity and vibrancy of her rhythm coupled with her registrations made this concert an unforgettable example of personal expression and music making.
From 1972 to 1986, I taught organ and theory at a small college in Virginia that was fortunate to have a new concert hall housing a Flentrop organ. In 1973, 1978, 1982 and 1985, Marie-Claire Alain came to campus for concerts and masterclasses. It was inspiring and exciting to hear her perform and teach as well as to have the opportunity to solidify a blossoming friendship. As a pedagogue, Mme. Alain has sought out scores and documents that helped bring historical research alive and into the mainstream of today’s teaching.
In 1973, an inquiry about private study took me to Paris for the first of several such sojourns. Her enlightened teaching brought current performance practices to my inner musical ear and new expressive sensitivity to my playing especially in early French music and the music of Bach. Our lessons on her house organ or at her church at St. Germain-en-Laye shall forever remain as highlights of my career.
Since moving to New York City in 1991, it has been a joy to present Mme. Alain in concert at The Church of the Holy Trinity (Episcopal) in four special events. Her New York City appearances have been inspiring. Her preeminence as a musician has been noted in the New York Times referring to her as “the Grande Dame of the organ world” and by the New York City AGO chapter bestowing upon her its “Performer of the Year” accolade. The AGO national council presented her with a lifetime achievement award following her concert at The Church of the Holy Trinity in October 1999. The education committee of the Guild further endorsed Mme. Alain’s prominence as a teacher by filming her masterclasses at Holy Trinity and the University of Kansas for the AGO Master Series.
We all come together to honor Marie-Claire Alain on her 80th birthday as a performer, teacher, scholar and friend, and to celebrate her life, her love of music, and her lasting influence on our profession. —Stephen Hamilton
The Church of the Holy Trinity (Episcopal)
New York City

 

 

 

 

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In the late 1960s, while I was an undergraduate student at St. Olaf College, my teacher, Robert Kendall, arranged for his students to travel to Minneapolis to hear a recital by Marie-Claire Alain. The recital was held in the cavernous sanctuary of Central Lutheran Church, and on that evening every seat was occupied. There was a sense of anticipation as the crowd was waiting for the first sight of the performer, and it was evident that we would be experiencing something exceptional that evening. I remember the thunderous applause when she appeared—a tiny figure facing that huge crowd—and I remember that she performed completely from memory. But even now, over 40 years later, I vividly remember being completely transported by her music making. I had no idea that organ playing could be so beautiful, could communicate so clearly. I wanted to meet her after the recital, but the crowd completely engulfed her, and we students were whisked away back to Northfield. That evening I vowed to meet her someday and thank her for that recital. Little did I know how our lives would intersect. Through the years, I heard her play many times both in North America and in Europe. I not only got to meet her, but to study with her, and she became the dominant musical force in my life. I discovered that not only can she communicate with her playing, but that as a teacher Marie-Claire is without peer. Whenever I feel my busy schedule overwhelming me, I have only to remind myself of Marie-Claire’s prodigious output as a performer, recording artist, teacher, and scholar, and I realize I’m moving in slow motion in comparison. While most of us know Marie-Claire as the recipient of numerous awards and honors, her greatest pride has been her family—both the family that she grew up in and the family that she created. Without the inspiration, love and support of her family, she could not have had the career that has brought her so many accolades. Her home is full of laughter, good food and good wine. My wife Patti and I treasure the evenings that we spent with Marie-Claire and her late husband, Jacques Gommier. I don’t think we have ever laughed more than on those occasions. The close and gregarious relationship that she enjoys with her children and grandchildren is reflected in her music making. Marie-Claire likes good food. She likes to read books; in fact, she learned English in large part by reading novels in English. She loves flowers, especially roses, and has always made room for a big garden in her yard. She finds knitting a good way to relax. She loves to drive—fast!! She has traveled more than anyone I know.
I recently reminisced with Marie-Claire about the first time I heard her play. She was pleased to know that she had achieved the goal she sets each time she performs—to communicate her love of the music. It has been my great fortune to know Marie-Claire—as a teacher, a colleague and a friend. Happy Birthday Marie-Claire!
—James Higdon
Dane and Polly Bales Professor of Organ
The University of Kansas

 

 

 

 

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Some 40 years ago, I took a carload of students from Albion College (Michigan) to hear a little-known organist from Paris perform one of her first concerts in the United States. We were all dazzled by her technique, musical sensitivity, versatility of style, but above all, her ability to communicate with the audience. My friendship with this great artist, Marie-Claire Alain, began when we met and visited after her recital.
As a result of that first encounter I arranged to study with her during the early summer of 1966 at the Alain family home in St. Germain-en-Laye on the now famous “Alain Organ,” and also on the smaller house organ in her home in L’Etang-la-Ville. Later that summer I took her classes at the International Summer Academy for Organists in Haarlem, the Netherlands.
This petite young lady sat on the bench at that huge St. Bavo console, would swing around to face the various student groupings, and instantly switch from French to German to Italian to English. Amazing! She had a command of the music like no one else I had ever known. Always gracious and kind, she gently corrected and coached us with skill and authority.
A particularly memorable experience happened during that Haarlem experience. She announced to the class that she would be playing a recital on the famous Schnitger organ in Zwolle, and since I had a car I volunteered to be her chauffeur. Now if I were preparing a recital—anywhere—I’d arrive at least one day in advance. But arriving mid-afternoon on the day of the recital was apparently plenty of time for her, and that commenced only after we first took time for a beer to quench the thirst after a warm afternoon drive.
She graciously let me spend some time “trying out” the great Schnitger—a real challenge for me since its pitch was one step higher than A=440, and my ears and fingers couldn’t reconcile playing the Bach E-flat Prelude in the key of F. Obviously this was not a problem for her.
We had dinner across the town square, and when the check hadn’t arrived just minutes before the recital was to begin, I remained to settle up while she hurried across the plaza. By the time I arrived she had already begun what was to be a brilliant performance to a packed church. What an ability to concentrate!
After that wonderful summer there were many more occasions to experience our friendship, usually in conjunction with a recital. Many of those times she was a guest in our home, occasionally joined by her husband Jacques Gommier. Being a true friend, she invited us to be their guests in Paris and Maule. Marie-Claire Alain has countless friends in this country and Europe as witness the long receiving lines after every recital. Even though she may be exhausted after a demanding day of teaching and playing, she’s always warm and friendly to all who greet her, and always available for advice and counsel—and a hug.
This remarkable artist has made more friends for the organ than any one other person I know. Happy birthday, dear friend.
—John Obetz
Professor Emeritus
Conservatory of Music
University of Missouri at Kansas City Organist Emeritus, the Community of Christ World Headquarters (formerly RLDS), Independence, Missouri

 

 

 

 

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Study

I first heard Marie-Claire Alain play in Detroit in 1964. The following day, she was on campus at the University of Michigan, Ann Arbor, with Marilyn Mason. Dr. Mason was driving her to Lansing for a masterclass and recital, and I was invited to accompany them. As I observed Mme. Alain’s work with students in the masterclass, I realized that she had not only an enormous wealth of knowledge to share and could immediately analyze what might help the person’s playing, but also was exceptionally kind and down to earth. Right then I began to formulate the idea of studying with her. A few weeks later when she played in Evanston, Illinois, I drove over to hear her. Afterwards I got up the nerve to ask if I might come to study with her.
I went to Paris after completing my master’s degree at Michigan. I was 22 years old, knew little French, yet felt instantly at home. As it turned out, I was her first full-time American student.
On the day of my first lesson, she picked me up at the train station in St. Germain-en-Laye and took me to the family home. In the parlor was a 4-manual organ. My lessons would be on the Alain organ! We got right to work and later that afternoon I went back to Paris with a large list of repertoire to learn. From then on, after lessons I tried to write down everything she said in a notebook as I took the return train. I still have that notebook.
Our lessons were usually two hours in length. As they progressed, I came to understand that pieces needed to be learned in their entirety for the first lesson, and “perfected” by the second. Except for large Bach works, pieces were seldom brought a third time. My repertoire grew by leaps and bounds. She would allow me to play a piece through before making comments. Good work on my part was met with generous praise; criticisms were delivered gently. She got to the important things immediately. Once in a while, for example, she might show me fingerings for a small hand. But her approach to everything was musical first and foremost; technical work came only when necessary to express the music. She was always kind, often funny, and lessons were an absolute joy. (See continuation of this article.)