VOICE PRODUCTION

IN

SINGING AND SPEAKING

BASED ON

SCIENTIFIC PRINCIPLES

BY

WESLEY MILLS, M.A., M.D., F.R.S.C.

EMERITUS PROFESSOR OF PHYSIOLOGY IN McGILL UNIVERSITY, AND LECTURER
ON VOCAL PHYSIOLOGY AND HYGIENE IN THE McGILL UNIVERSITY
CONSERVATORIUM OF MUSIC,
MONTREAL, CANADA

FOURTH EDITION, REVISED AND ENLARGED

CONTENTS

PHILADELPHIA & LONDON
J.B. LIPPINCOTT COMPANY

Copyright, 1906,
By J.B. Lippincott Company

The Rights of Translation and all other Rights Reserved

Copyright, 1913,
By J.B. Lippincott Company

Electrotyped and Printed by
J.B. Lippincott Company, Philadelphia, U.S.A.

Illustrations of the appearance of the larynx during phonation in two special cases. (Grünwald.)

EXPLANATION OF THE COLORED ILLUSTRATIONS.

They contrast with each other in that the one (upper) is too red; the other, too pale. The upper represents appearances such as one gets with the laryngoscope when the subject has a very severe cold, or even inflammation of the larynx, including the central vocal bands. In this particular case, a young woman of twenty-five years of age, there was inflammation with a certain amount of weakness of the internal thyro-arytenoid muscles. Speaking was almost impossible, and such voice as was produced was of a very rough character. In the lower illustration we have the appearances presented in a man affected with tuberculosis of the lungs and larynx. The pallor of the larynx is characteristic. There is weakness of the internal thyro-arytenoid muscle on the right side, which results in imperfect tension of the vocal band on that side, so that the voice is uncertain and harsh. Such illustrations are introduced to impress the normal by contrast. The reader is strongly advised to compare these figures with others in the body of the work, especially those of Chapter VII.

PREFACE TO THE FOURTH REVISED AND ENLARGED EDITION.

In addition to certain emendations, etc., introduced throughout the work, I have thought it well to add a chapter in which the whole subject is treated in a broad and comprehensive way in the light of the latest scientific knowledge.

In this review the psychological aspects of the subject have not been neglected, and the whole has been related to practice to as great an extent as the character of the book permits.

It is significant that on both sides of the Atlantic there is a growing conviction that the foundations for speaking and singing as an art must be made as scientific as the state of our knowledge will permit.

The Author.

January, 1913.

PREFACE TO THE THIRD EDITION.

No preface to the Second Edition was written, so few were the changes that were made in the work, and the same might apply to this Third Edition. However, the fact that within a period of less than two years, a Second English and a Third American Edition have been called for, seems to the Author to be so conclusive an endorsement of the application of science to vocal art, that he may be entitled at least to express his gratification at the progress the cause, to which he has devoted his pen, is making. It would seem that the better portion at least of that public that is interested in the progress of vocal art has made up its mind that the time has come when sense and science must replace tradition and empiricism.

The Author.

Montreal, September, 1908.

PREFACE.

The present work is based on a life study of the voice, and has grown out of the conviction that all teaching and learning in voice-culture, whether for the purposes of singing or speaking, should as far as possible rest on a scientific foundation.

The author, believing that practice and principles have been too much separated, has endeavored to combine them in this book. His purpose has not been to write an exhaustive work on vocal physiology, with references at every step to the views of various authors; rather has he tried always to keep in mind the real needs of the practical voice-user, and to give him a sure foundation for the principles that must underlie sound practice. A perusal of the first chapter of the work will give the reader a clearer idea of the author's purpose as briefly expressed above.

The writer bespeaks an unprejudiced hearing, being convinced that in art as in all else there is but one ultimate court of appeal: to the scientific, the demonstrable—to what lies at the very foundations of human nature.

In conclusion, the author desires to thank those publishers and authors who have kindly permitted the use of their illustrations.

The Author.

McGill University, Montreal, October, 1906.

TABLE OF CONTENTS.

List of Illustrations

CHAPTER I.

THE CLAIMS AND IMPORTANCE OF VOCAL PHYSIOLOGY.

Science and art—The engineer, architect, physician, nurse, and others, compared with the vocal teacher and learner—Unfavorable tendencies—The old masters—The great elocutionists—Causes of failure—The lack of an adequate technique—Correct methods are physiological—Summary of the advantages of teaching and learning based on scientific principles—Illustrations of the application of physiological principles to actual cases—The evils from which speakers and singers suffer owing to wrong methods—Speaking and singing based on the same principles—Relation of hygiene to physiology 17

CHAPTER II.

GENERAL PHYSIOLOGICAL PRINCIPLES.

Relations of animals to each other—Common properties of living matter—Explanation of these—The mammal and man—The stimulus and its results—The one-celled animal—Various "systems"necessary—Complexity of structure and function—Harmony through the nervous system—The rule of nervous centres—Means by which they are influenced, and by which they influence—Reflex action—Muscular mechanisms and neuro-muscular mechanisms—Work of the singer and speaker largely reflex in character—Summary 34

CHAPTER III.

BREATHING CONSIDERED THEORETICALLY AND PRACTICALLY.

Breathing the great essential—Misconceptions—Purpose of breathing as a vital process—The respiratory organs—Their nature—Relations of the lungs to the chest-wall—Expansion of the chest—Its diameters—The muscles of respiration—Personal observation—The diaphragm—Varying quantities of air breathed—Breathing when properly carried out by the singer or speaker is healthful 44

CHAPTER IV.

BREATHING FURTHER CONSIDERED THEORETICALLY AND PRACTICALLY.

Relations of the nervous system to breathing—The respiratory centre—Reflex action in breathing—Methods of preventing nervousness—Tones produced by the outgoing breath—Waste of breath—The happy combination for good singing or speaking 57

CHAPTER V.

BREATHING WITH SPECIAL REGARD TO PRACTICAL CONSIDERATIONS.

The well-developed chest—The voice-user a kind of athlete—The tremolo—Exercises recommended for the development of the chest—Forms of dress that hamper breathing—Weighing and measuring, re-measurement, etc.—Specific directions for methods to develop the chest—Warnings—Additional exercises—Breathing through the nose and through the mouth—Exercises for the development of the diaphragm and abdominal muscles—Relation of the diaphragm to the staccato effect—Forms of general exercise for the voice-user—Summary 62

CHAPTER VI.

THE SPECIAL VOICE-PRODUCING MECHANISM, THE LARYNX.

Not the only voice-producing apparatus—Specific structures of the larynx in use when the subject phonates—Muscles and their attachments—The cartilages of the larynx—The lining mucous membrane—Changes in it when one has a "cold"—The vocal bands—Functions of the epiglottis—The "middle line" and relative position of parts—Adam's apple—Ventricle of the larynx—The importance of the arytenoid cartilages—Muscles of the larynx in detail—Sphincter action—Straining—Position of the larynx—Practical considerations—Dissection of a "pluck" and especially of the larynx—Hygiene—How disorder of one part may affect another—Summary 74

CHAPTER VII.

SOUND—THE LARYNGOSCOPE—THE LARYNX RECONSIDERED.

Some study of physics desirable—Sound and vibrations—The sounding body—Experiments to illustrate the principles of sound—Qualities of sound—Animals and perception of sound—The range of hearing in man—The larynx as a musical instrument—Experiments of Johannes Müller—Discovery of the laryngoscope by Garcia—Description of the instrument—Method of using the laryngoscope—The difficulties—Auto-laryngoscopy—The importance of both laryngoscopy and auto-laryngoscopy—Change in size of the larynx due to use—Delicate changes in the laryngeal mechanism—Changes in the larynx during adolescence—Warnings—The "breaking" of the voice—Analogies with fatigue, etc.—When should singing be begun?—Singing with others—Choral singing 97

CHAPTER VIII.

FURTHER CONSIDERATION OF BREATHING, LARYNGEAL ADJUSTMENT, ETC.

Various kinds of breathing, as "abdominal," "clavicular," etc., discussed—Control of the whole of the breathing mechanism urged—Correct breathing as a habit—Breathing in the most vigorous speaking and singing—Different views expressed by a diagram—Economy of energy in art—Reserve energy in breathing—"Pumping"—Coup de glotte—"Attack"—Breath-adjustment—Quality of sound the prime consideration in tone-production—Tremolo and other faults—Tests of good breathing—Mouth-breathing—Exercises—Singing of a single tone—Its relation to scale-singing—Summary and review 118

CHAPTER IX.

THE RESONANCE-CHAMBERS.

Vocal bands and resonance-chambers compared—Improvised mechanism to illustrate resonance—Musical instruments as resonance-bodies—A vowel in relation to the resonance-chambers—Description of the resonance-chambers—How the quality of tones may be made to vary—New views as to the sounding-chambers—Summary 140

CHAPTER X.

THE REGISTERS OF THE SINGING VOICE.

A controverted subject—Definitions of a register—Qualifications for dealing with this subject—Madame Seiler—Tabular statement of her views—Garcia's and Behnke's divisions of registers—Sir Morell Mackenzie's views in detail—The author's earlier investigations—Madame Marchesi's views and practice 151

CHAPTER XI.

FURTHER CONSIDERATION OF THE REGISTERS OF THE SINGING VOICE.

Auto-laryngoscopy and photography of the larynx—Dogmatism and science—Confusion and controversy—The break—Ignoring registers—Modification of tones, or "covering"—Points of agreement between different writers on the subject—The falsetto for males—Madame Seiler's special qualifications—Behnke's and Mackenzie's views—The author's conclusions—Rule for the extension of a register—Why certain artists deteriorate while others do not—-Males and females compared as to registers—The division of the registers for female voices recommended by the author—Teacher and pupil as regards registers—Objection to registers answered—The manner of using the breath and registers—How to distinguish registers—The teacher's part—Hearing singers of eminence is recommended—Madame Melba—Guiding sensations—Summary 161

CHAPTER XII.

FUNDAMENTAL PRINCIPLES UNDERLYING VOICE-PRODUCTION.

Artistic expression only through movements—Emotions and technique—Relation of ideas to movements—Memories and movements—Guiding sensations essential for movements—The principles underlying all movements the same—Associated reflexes and habits—How habits are formed—inhibitions and their importance—Early practices only before the teacher—Careful practice with concentration of energy the best—Queries as to practice—Fatigue a warning—Practice in the early hours of the day, and short of fatigue—Quality to be aimed at rather than quantity—The total amount of time to be devoted to practice—"Hasten slowly;" "Little and often"—The treatment of the voice ruined by wrong methods—Summary 179

CHAPTER XIII.

CHIEFLY AN APPLICATION TO VOICE-PRODUCTION OF FACTS AND PRINCIPLES PREVIOUSLY CONSIDERED.

Vowels, consonants, noise—Consonants and pauses—Voice-production and vowels—Certain vowel sounds common to most languages—Why German and English are relatively unmusical—The needs of the musical artist—The mechanism required for the production of a vowel sound—Reconsideration of the resonance-chambers—The larynx to be steadied but not held rigidly immovable—The principal modifiers of the shape of the mouth-cavity—Breath to be taken through the mouth—The lips—Tongue and lip practice before a mirror—Importance of the connection between the ear and the mouth parts, etc—"Open mouth"—The mouth in singing a descending scale—Undue opening of the mouth—Proper method of opening the mouth—Causes of compression and the consequences 195

CHAPTER XIV.

SOME SPECIFIC APPLICATIONS OF PRINCIPLES IN TONE-PRODUCTION.

Principles and their expression in a few exercises—Analysis of the methods of tone-production—The sustained tone—Smoothly linked tones—The legato—The staccato and kindred effects—The mechanisms concerned—Perfection requires years of careful practice—The bel canto and the swell—The same exercises for singer and speaker—"Forward," "backward," etc., production—Escape of breath—The action of the soft palate—When to use "forward" and when "backward" production—Voice-placement—Nasal resonance, not nasal twang—Summary 207

CHAPTER XV.

THE ELEMENTS OF SPEECH AND SONG.

The subject may be made dry or the reverse—Vowels, consonants, noise—The position of the lips and the shape of the mouth-cavity in sounding the various vowels—How to demonstrate that the mouth-cavity is a resonance-chamber—Practical considerations growing out of the above—Speaker, vocalist, and composer—Bearing of these facts on the learning of languages—Consonants as musical nuisances—Their great variation in pitch—Brücke's division of consonants—Tabulation of the same 218

CHAPTER XVI.

FURTHER THEORETICAL AND PRACTICAL CONSIDERATION OF VOWELS AND CONSONANTS.

The best vowel to use in practice—Necessary to practise all—The guttural r and the lingual r—Consonants that favor nasality of tone—Overtones and fundamental tones—Relation of intensity and quality—The carrying power of a tone—Unusual distinctness in practice as related to ease—The registers of the speaking voice according to Madame Seiler—The range in speaking—Summary 230

CHAPTER XVII.

THE HEARING APPARATUS AND HEARING IN MUSIC.

Why this chapter is introduced—The essential mechanism of hearing—The part played by waves and vibrations—Divisions of the ear—The external ear in lower animals—The drum-head or tympanic membrane—The middle ear and its connections—Relation of the throat and the ear—The inner ear or labyrinth—The end-organ and its relations—The connection of the ear and various parts of the brain—The musician's ear—Relation of music and hearing—Lack of ear and inattention—The artist and the musician—The ear and the speaking voice—General musical training in relation to intonation, etc—The appreciation of music, and training to that end—The art of listening with close attention—Summary 236

CHAPTER XVIII.

CONSIDERATION OF GENERAL AND SPECIAL HYGIENE AND RELATED SUBJECTS.

Hygienic as related to physiological principles—Hygiene in the widest sense—Unfavorable conditions in the public life of an artist—Qualifications for success—Technique and a public career—The isolation of the artist and its dangers—The need for greater preparation now than ever—Choral singing and its possible dangers—The tendencies of the Wagner music-drama—Special faults, as the "scoop," "vibrato," "tremolo," "pumping"—Desirability of consultations by teachers of the use of the voice—Things the voice-user should avoid—Mouth-toilets—Lozenges—The sipping of water—What one should and should not eat—Tea and Coffee—The whole subject of congestion from compression, straining, etc., of the utmost importance—A sore throat when frequent should give rise to inquiry as to methods—Constipation—Exercise—Bathing 251

CHAPTER XIX.

FURTHER TREATMENT OF PHYSICAL AND MENTAL HYGIENE.

Stammering and stuttering—Those who have broken down—The increase of the range of a voice—The part the student plays in settling such questions—Selections to be avoided—Conservation of energy—Change and contrast—The voice as related to the building in which it is produced—The listener and pauses—Nervousness, and how to ward it off—General conclusion 268

CHAPTER XX.

REVIEW AND REVISION.

The object of the speaker or singer—The idea of co-ordination—The study of vocalization may be considered a study of movements—The psychic condition—The instrument which is played upon—How is this instrument played upon?—Vibration of the air—Breathing—The aim of all training—The whole subject of breathing—Breathing exercises—The resonance chambers—The formation of vowels—Muscular efforts for the production of consonants—The pronunciation of words—General health of great importance 276

Index

LIST OF ILLUSTRATIONS.

VOICE PRODUCTION

CHAPTER I.

Entirely otherwise is it with the voice-user. He employs a delicate and easily injured vital apparatus. His results depend on the most accurate adjustment of certain neuro-muscular mechanisms, and one might suppose that it would be obvious to all who are concerned with this art that a knowledge of the structure and functions of these delicate arrangements of Nature would be at least of great if not of essential importance. The engineer knows the structure and uses of each part of his engine, and does not trust to unintelligent observation of the mere working of mechanisms which others have constructed. The architect studies not only the principles of design, etc., but also the nature and relative value of materials. In his own way he is a kind of anatomist and physiologist.

We do not trust the care of our bodies to those who have picked up a few methods of treatment by experience or the imitation of others. The doctor must have, we all believe, a knowledge of the structure and working of the animal body; he must understand the action of drugs and other healing agents. We expect him not only to diagnose the disease—to tell us exactly what is the matter—but also to be able to predict with, some degree of certainty the course of the malady. Even the nurse of the day must show some grasp of the principles underlying her art.

In connection with all the largest and best equipped universities in America there are officials to plan and direct the courses in physical culture. This matter is no longer entrusted to a "trainer," who has only his experience and observation to rely upon. It is realized that the building up of the mechanism which they are supposed to train in an intelligent manner rests upon well-established principles.

It would be just as reasonable for an engineer to point to the fact that his engine works well, as evidence of his ability, as for the teacher of voice-production to make the same claim in regard to the vocal mechanism. In each case there is a certain amount of justification for the claim, but such teaching cannot be called scientific. Is it even enlightened? It is just as rational to follow in medicine methods that seem to lead to good results, without any reference to the reason why, as to train for results in speaking and singing by methods which have for the student and teacher no conscious basis in scientific knowledge. The physician to-day who treats disease without reference to anatomy and physiology is, at best, but a sort of respectable charlatan. Why should students and teachers of voice-production be content to remain, in the advanced present, where they were hundreds of years ago?

Indeed, there is much more reason now than formerly why the vocalist, speaker, and teacher should have a theoretical and practical knowledge of the structure and workings of the mechanism employed. Many tendencies of the present day work against successful voice-training—worst of all, perhaps, the spirit of haste, the desire to reach ends by short cuts, the aim to substitute tricky for straightforward vocalization, and much more which I shall refer to again and again. They hurt this cause; and I am deeply impressed with the conviction that, if we are to attain the best results in singing and speaking, we must betake ourselves in practice to the methods in vogue at a time which may be justly characterized as the golden age of voice-production.

We have advanced, musically, in many respects since the days of the old Italian masters, but just as we must turn to the Greeks to learn what constitutes the highest and best in sculpture, so must we sit at the feet of these old masters. Consciously or unconsciously they taught on sound physiological principles, and they insisted on the voice-training absolutely necessary to the attainment of the best art.

However talented any individual may be, he can only produce the best results as a singer, actor, or speaker, when the mechanisms by which he hopes to influence his listeners are adequately trained. Why do we look in vain to-day for elocutionists such as Vandenhoff, Bell, and others? Why are there not actors with the voices of Garrick, Kean, Kemble, or Mrs. Siddons, or singers with the vocal powers of a score of celebrities of a former time? It is not that voices are rarer, or talent less widely bestowed by nature. It is because we do not to-day pursue right methods for a sufficient length of time; because our methods rest frequently on a foundation less physiological, and therefore less sound. Take a single instance, breath-control. In this alone singers to-day are far behind those of the old Italian period, not always because they do not know how to breathe, but because often they are unwilling to give the time necessary for the full development of adequate breathing power and control.

There was probably never a time when so much attention was paid to the interpretation of music, yet the results are often unsatisfactory because of inadequate technique. People seem to hope to impress us, on the stage, with voices that from a technical point of view are crude and undeveloped, and accordingly lack beauty and expressiveness. Speakers to-day have often every qualification except voice—a voice that can arrest attention, charm with its music, or carry conviction by the adequate expression of the idea or emotion intended.

Is it not strange that a student of the piano or violin is willing to devote perhaps ten years to the study of the technique of his instrument, while the voice-user expects to succeed with a period of vocal practice extending over a year or two, possibly even only a few months?

When the anatomy and physiology of the larynx are considered, it will be seen that the muscular mechanisms concerned in voice-production are of a delicacy unequalled anywhere in the body except possibly in the eye and the ear. And when it is further considered that these elaborate and sensitive mechanisms of the larynx are of little use except when adequately put into action by the breath-stream, which again involves hosts of other muscular movements, and the whole in relation to the parts of the vocal apparatus above the larynx, the mouth, nose, etc., it becomes clear that only long, patient, and intelligent study will lead to the highest results.

It should also be remembered that such an apparatus can easily acquire habits which may last for life, for good or ill, artistically considered. Such delicate mechanisms can also be easily injured or hopelessly ruined; and, as a matter of fact, this is being done daily. A great musical periodical has made the statement that thousands of voices are being ruined annually, in America alone, by incompetent teaching. My experience when a practising laryngologist made me acquainted with the extent of the ruin that may be brought about by incorrect methods of using the voice, both as regards the throat and the voice itself; and contact with teachers and students has so impressed me with the importance of placing voice-production on a sound foundation, not only artistic but physiological, that I have felt constrained to tell others who may be willing to hear me what I have learned as to correct methods, with some reference also to wrong ones, though the latter are so numerous that I shall not be able to find the space to deal at length with them.

The correct methods of singing and speaking are always, of necessity, physiological. Others may satisfy a vitiated or undeveloped public taste, but what is artistically sound is also physiological. None have ever sung with more ease than those taught by the correct methods of the old Italian masters; as none run so easily as the wisely trained athlete, and none endure so well. People in singing and speaking will, as in other cases, get what they work for, but have no right to expect to sing or speak effectively by inspiration, any more than the athlete to win a race because he is born naturally fleet of foot or with a quick intelligence. In each case the ideas are converted into performance, the results attained, by the exercise of neuro-muscular mechanisms. I am most anxious that it shall be perceived that this is the case, that the same laws apply to voice-production as to running or any other exercise. The difference is one of delicacy and complexity so far as the body is concerned.

It will be understood that I speak only of the technique. For art there must be more than technique, but there is no art without good methods of execution, which constitute technique. The latter is nothing more than method—manner of performance. Behind these methods of performance, or the simplest part of them, there must be some idea. The more intelligent the student, speaker or singer, as to his art and generally, the better for the teacher who instructs scientifically, though such intelligence is largely lost to the teacher who depends on tradition and pure imitation. In the present work I shall be so concerned with the physical that I shall be able only to refer briefly to the part that intelligence and feeling play in the result.

The qualifications for the successful treatment of vocal physiology—that is, such a discussion of the subject as shall lead to a clear comprehension of the nature of the principles involved, and place them on a practical foundation, make them at once usable in actual study and in teaching—such qualifications are many, and, in their totality and in an adequate degree, difficult to attain. After more than twenty years of the best study I could give to this subject in both a theoretical and a practical manner, I feel that I have something to say which may be useful to a large class, and, so far as I know, that is my reason for writing this book.

For myself music is indispensable. The one instrument we all possess is a voice-mechanism. I am one of those who regret that so little attention is paid, especially in America, to pleasing and expressive use of the voice in ordinary conversation. Yet how much pleasure cannot a beautiful speaking voice convey! The college undergraduate rarely finds vocal study among the requirements, in spite of the fact that the voice is an instrument that he will use much more than the pen. The truth is, the home methods of voice-production are those we are most likely to carry with us through life, and, unfortunately, little attention is given to the subject.

Sometimes a love of sweet sounds may be a hidden cause for much that would otherwise be inexplicable in an entire career, as in my own case. It led to an early study of singers and actors and their performances; it gave rise to an effort to form a voice that would meet the requirements of an unusually sensitive ear; it led to the practice and teaching of elocution, and, later, to much communion with voice-users, both singers and speakers. In the meantime came medical practice, with speedy specialization as a laryngologist, when there were daily consultations with singers and speakers who had employed wrong methods of voice-production; this again led on to the scientific investigation of voice problems, with a view of settling certain disputed points; then came renewed and deeper study of music, both as an art and as a science, with a profound interest in the study of the philosophy of musical art and the psychological study of the musical artist, all culminating in this attempt to help those who will listen to me without prejudice. I do not think I know all that is to be known, but I believe I do know how to form and preserve the voice according to physiological principles; I at least ask the reader to give my teachings and recommendations a fair trial. He shall have reasons for what is presented and recommended to him.

Once more let it be said that I do not deny that good practical results may follow teaching that is not put before the pupil as physiology; but what is claimed for physiological teaching is that—

1. It is more rational. The student sees that things must be thus and so, and not otherwise.

2. Faults can be the better recognized and explained.

3. The student can the more surely guide his own development, and meet the stress and storm that sooner or later come to every professional voice-user.

4. Injured voices can be the more effectively restored.

5. The physical welfare of the student is advanced—a matter which I find is often neglected by teachers of music, though more so in the case of instrumental than vocal teachers.

6. The student can much more effectively learn from the performances of others, because he sees that singing and speaking are physical processes leading to artistic ends. This is perhaps one of the most valuable results, and I can testify to the greater readiness with which analysis of a performance can be made after even moderate advancement. The teacher who is wise will encourage the student to hear those who excel, and to analyze the methods which successful artists employ. The student can much more readily accomplish this than detect the mental movements of the artist, though the two really go hand in hand to a large extent.

The above are some of the advantages, but by no means all, of a method of study of voice-production which I must claim is the only rational one—certainly, the only one that rests on a scientific foundation.

It does not follow that such study, to be scientific, shall be made repellent by the use of technical terms the significance of which the reader is left to guess at, but finds unexplained. I fear such treatment of vocal physiology has brought it into disrepute. The aim of the writer will be to give a clear scientific treatment of the subject, which shall not be obscured by unexplained technical terms, and which shall be practical—capable of immediate use by student and teacher. If he did not believe the latter possible he would not think it worth while to attempt the former, especially as this has often been done before, he regrets to say, badly enough.

Although the author has not now the tune to give regular lessons in voice-production, he is frequently consulted, especially when abroad, during his vacations, by speakers and especially singers who are anxious to learn how they may increase their efficiency in the profession by which they earn their livelihood and make their reputation; and the reader may be gratified to learn how, in such cases, the writer applies the principles he so strongly recommends to others.

Let two or three illustrations suffice:

1. A tenor of world renown consulted him in regard to the position of the larynx in singing, as he had a suspicion that his practice was not correct, inasmuch as his voice seemed to be deteriorating to some extent. The answer to his question need not be given here, as this subject is discussed adequately in a later chapter.

2. The second was the case of a young lady, an amateur singer, who was anxious to know why she failed to get satisfactory results. The author heard her in a large room, without any accompaniment (to cover up defects, etc.), and standing at first at some distance from her, then nearer. Her tones were delightfully pure and beautiful, but her performance suggested rather the sound of some instrument than singing in the proper sense. It was impossible to learn the ideas to be imparted, as the words could not be distinctly made out; there was a monotony in the whole performance, though, it must be confessed, a beautiful monotony, and there was a total lack of that vigor and sureness that both educated and uneducated listeners must be made to feel, or there results a sense of dissatisfaction, if not even irritation.

The beauty of tone was owing to a production that was to a certain extent sound, and this explained why the voice carried well in spite of its being small. This young lady was well educated, had heard much good music, possessed a sensitive ear and a fine æsthetic taste, and, perhaps most important of all, in this case at least, was able to think for herself. She was very slight of body, with an ill-developed chest, and, from her appearance, could not have enjoyed robust health. It was at once evident that this was an admirable case by which to test the views advocated. Accordingly, the author addressed the young lady as follows:

"Your voice is beautiful in quality, and carries well; you observe the registers properly; but your vocalization is feeble, and your singing is ineffective. This is due largely to the lack of robustness in your voice, but not wholly. You do not tell your story in song so that the listener may know what you have to say to him. The imperfections in your method of speaking, so common in America—an imperfect articulation and a limp texture of voice—are evident in your singing; you do not phrase well, and you paint all in one color. This is due chiefly to your breathing and your attacks. One may observe that at no time do you fill your chest completely. You use the lower chest and the diaphragm correctly, but you rob yourself of one half of your breathing power, and your chest is not at all well developed. You do not use the parts above your voice-box with vigor and efficiency, and you direct so much attention to the quality of the tone that you neglect its quantity and the ideas to be expressed. You have been correctly but inadequately instructed. Your teachers have evidently understood registers practically, as few do, but they have only half taught you breathing and attack. Their fidelity to that high ideal of quality of tone as the final consideration wins my respect."

The writer thought, but did not say, that they must have understood little of vocal physiology, or they would not have left this young lady so ill-developed physically, at least so far as the chest is concerned.

I then asked this earnest and intelligent student, as she proved to be, to take a full breath. She did not understand this, and was absolutely incapable of doing it. She had been taught to begin breathing below, to expand from the lower chest upward, and, as a natural result, she never filled the upper chest. She was at once shown how it was done, when she seemed greatly surprised, and said: "I never have done that in my whole life." "Did you not run and shout as a child?" "No, I never did run enough or shout enough to fill up my chest." The latter was small, and flat.

The method of attack was next explained and illustrated, first without reference to words, and then to show its importance in conveying ideas, and the causes of the defects in speaking were indicated, and the corrections named and illustrated. The lady was then asked to sing again, making the improvements suggested, with the result that it was clear that every principle set forth had been clearly apprehended, though of course as yet only imperfectly carried out. The student was recommended to take walking exercise, and to practice filling the chest in the manner to be explained later.

After six weeks she again asked to be heard. The change effected was wonderful; she was another type of vocalist now. Without any loss in quality her voice had a volume and intensity that made it adequate for singing in at least a small hall; her attacks were good, though not perfect; and at the end of a very large room it could easily be seen that her chest was, when necessary, filled full, so that she was able to produce a large and prolonged tone. But, best of all, her health had greatly improved, and she had gained in size and weight.

It is but fair to point out that, in the present case, the student was an unusually intelligent and thoughtful person. Had it been otherwise, more consultations would have been necessary, with probably many detailed instructions and much practice before the teacher. But the case sufficed to convince me afresh that only physiological teaching meets the needs of pupil and teacher. I do not claim, of course, that it is a panacea. It will not supply the lack of a musical ear or an artistic temperament. Vocalization does not make an artist, but there can be no artist without sound vocalization.

All the author's experience as a laryngologist tended to convince him that most of those evils from which speakers and singers suffer, whatever the part of the vocal mechanism affected, arise from faulty methods of voice-production, or excess in the use of methods in themselves correct. A showman may have a correct method of voice-production—indeed, the writer has often studied the showman with admiration—but if he speak for hours in the open air in all sorts of weather, a disordered throat is but the natural consequence; and the Wagnerian singer who will shout instead of sing must not expect to retain a voice of musical quality, if, indeed, he retain one at all.

Throughout this work it will be assumed that the speaker and the singer should employ essentially the same vocal methods. The singer should be a good speaker, even a good elocutionist, and the speaker should be able to produce tones equal in beauty, power, and expressiveness to those of the singer, but, of course, within a more limited range, and less prolonged, as a rule. To each alike is voice-training essential, if artistic results are to follow; neither rhetorical training on the one hand nor musical training on the other will alone suffice.

So that it may be clear that the same physiological principles apply to the vocal mechanism as to all others in the body, a short chapter dealing with this subject is introduced, before taking up the structure and functions of any part of that apparatus by which the speaker or singer produces his results as a specialist.

The laws of health known as hygiene follow so naturally on those of physiology that brief references to this subject, from time to time, with a chapter at the end of the work bearing specially on the life of the voice-user, will probably suffice.