Chapter VIII: Part 8

Emma Thursby was born in Brooklyn, N. Y., and studied singing with Julius Meyers, Achille Errani, Mme. Rudersdorf, Lamperti (elder), San Giovanni and finally with Maurice Strakosch. She began her career as a church singer in New York and throngs went to different New York churches to hear her exquisitely mellow and beautiful voice. For many years she was the soprano of the famous Plymouth Church when Henry Ward Beecher was the pastor. Her voice became so famous that she went on a tour with Maurice Strakosch for seven years, in Europe and America, everywhere meeting with sensational success. Later she toured with the Gilmore Band and with the Thomas Orchestra. She became as popular in London and in Paris as in New York. Her fame became so great that she finally made a tour of the world, appearing with great success even in China and Japan.

SINGING IN CONCERT AND WHAT IT MEANS

EMMA THURSBY

Although conditions have changed very greatly since I was last regularly engaged in making concert tours, the change has been rather one of advantage to young singers than one to their disadvantage. The enormous advance in musical taste can only be expressed by the word "startling." For while we have apparently a vast amount of worthless music being continually inoculated into our unsuspecting public, we have, nevertheless, a corresponding cultivation of the love for good music which contributes much to the support of the concert singer of the present day.

The old time lyceum has almost disappeared, but the high-class song recital has taken its place and recitals that would have been barely possible years ago are now frequently given with greatest financial and artistic success. Schumann, Franz, Strauss, Grieg and MacDowell have conquered the field formerly held by the vapid and meaningless compositions of brainless composers who wrote solely to amuse or to appeal to morbid sentimentality.

The conditions of travel, also, have been greatly improved. It is now possible to go about in railroad cars and stop at hotels, and at the same time experience very little inconvenience and discomfort. This makes the career of the concert artist a far more desirable one than in former years. Uninviting hotels, frigid cars, poorly prepared meals and the lack of privacy were scarcely the best things to stimulate a high degree of musical inspiration.

HEALTH

Nevertheless, the girl who would be successful in concert must either possess or acquire good health as her first and all-essential asset. Notwithstanding the marvelous improvement in traveling facilities and accommodations, the nervous strain of public performance is not lessened, and it not infrequently happens that these very facilities enable the avaricious manager to crowd in more concerts and recitals than in former years, with the consequent strain upon the vitality of the singer.

Of course, the singer must also possess the foundation for a good natural voice, a sense of hearing capable of being trained to the keenest perception of pitch, quality, rhythm and metre, an attractive personality, a bright mind, a good general education and an artistic temperament--a very extraordinary list, I grant you, but we must remember that the public pays out its money to hear extraordinary people and the would-be singer who does not possess qualifications of this description had better sincerely solicit the advice of some experienced, unbiased teacher or singer before putting forth upon the musical seas in a bark which must meet with certain destruction in weathering the first storm. The teacher who consciously advises a singer to undertake a public career and at the same time knows that such a career would very likely be a failure is beneath the recognition of any honest man or woman.

THE SINGER'S EARLY TRAINING

The education of the singer should not commence too early, if we mean by education the training of the voice. If you discover that a child has a very remarkable voice, "ear" and musical intelligence you had better let the voice alone and give your attention to the general musical education of the child along the lines of that received by Madame Sembrich, who is a fine violinist and pianist. So few are the teachers who know anything whatever about the child-voice, or who can treat it with any degree of safety, that it is far better to leave it alone than to tamper with it. Encourage the child to sing softly, sweetly and naturally, much as in free fluent conversation, telling him to form the habit of speaking his tones forward "on the lips" rather than in the throat. If you have among your acquaintances some musician or singer of indisputable ability and impeccable honor who can give you disinterested advice have the child go to this friend now and then to ascertain whether any bad and unnatural habits are being formed. Of course we have the famous cases of Patti and others, who seem to have sung from infancy. I have no recollection of the time when I first commenced to sing. I have always sung and gloried in my singing.

See to it that your musical child has a good general education. This does not necessarily mean a college or university training. In fact, the amount of music study a singer has to accomplish in these days makes the higher academic training apparently impossible. However, with the great musical advance there has come a demand for higher and better ordered intellectual work among singers. This condition is becoming more and more imperative every day. At the same time you must remember also that nothing should be undertaken that might in any way be liable to undermine or impair the child's health.

WHEN TO BEGIN TRAINING

The time to begin training depends upon the maturity of the voice and the individual, considered together with the physical condition of the pupil. Some girls are ready to start voice work at sixteen, while others are not really in condition until a somewhat older age. Here again comes the necessity for the teacher of judgment and experience. A teacher who might in any way be influenced by the necessity for securing a pupil or a fee should be avoided as one avoids the shyster lawyer. Starting vocal instruction too early has been the precipice over which many a promising career has been dashed to early oblivion.

In choosing a teacher I hardly know what to say, in these days of myriad methods and endless claims. The greatest teachers I have known have been men and women of great simplicity and directness. The perpetrator of the complicated system is normally the creator of vocal failures. The secret of singing is at once a marvelous mystery and again an open secret to those who have realized its simplicity. It cannot be altogether written, nor can it be imparted by words alone. Imitation undoubtedly plays an important part, but it is not everything. The teacher must be one who has actually realized the great truths which underlie the best, simplest and most natural methods of securing results and who must possess the wonderful power of exactly communicating these principles to the pupil. A good teacher is far rarer than a good singer. Singers are often poor teachers, as they destroy the individuality of the pupil by demanding arbitrary imitation. A teacher can only be judged by results, and the pupil should never permit herself to be deluded by advertisements and claims a teacher is unable to substantiate with successful pupils.

HABITS OF SPEECH, POISE AND THINKING

One of the deep foundation piers of all educational effort is the inculcation of habits. The most successful voice teacher is the one who is most happy in developing habits of correct singing. These habits must be watched with the persistence, perseverance and affectionate care of the scientist. The teacher must realize that the single lapse or violation of a habit may mean the ruin of weeks or months of hard work.

One of the most necessary habits a teacher should form is that of speaking with ease, naturalness and vocal charm. Many of our American girls speak with indescribable harshness, slovenliness and shrillness. This is a severe tax upon the sensibilities of a musical person and I know of countless people who suffer acute annoyance from this source. Vowels are emitted with a nasal twang or a throaty growl that seem at times most unpardonable noises when coming from a pretty face. Consonants are juggled and mangled until the words are very difficult to comprehend. Our girls are improving in this respect, but there is still cause for grievous complaint among voice teachers, who find in this one of their most formidable obstacles.

Another common natural fault, which is particularly offensive to me, is that of an objectionable bodily poise. I have found throughout my entire career that bodily poise in concert work is of paramount importance, but I seem to have great difficulty in sufficiently impressing this great truth upon young ladies who would be singers. The noted Parisian teacher, Sbriglia, is said to require one entire year to build up and fortify the chest. I have always felt that the best poise is that in which the shoulders are held well back, although not in a stiff or strained position, the upper part of the body leaning forward gently and naturally and the whole frame balanced by a sense of relaxation and ease. In this position the natural equilibrium is not taxed, and a peculiar sensation of non-constraint seems to be noticeable, particularly over the entire area of the front of the torso. This position suggests ease and an absence of that military rigidity which is so fatal to all good vocal effort. It also permits of a freer movement of the abdominal walls, as well as the intercostal muscles, and is thus conducive to the most natural breathing. Too much anatomical explanation is liable to confuse the young singer, and if the matter of breathing can be assisted by poise, just so much is gained.

Another important habit that the teacher should see to at the start is that of correct thinking. Most vocal beginners are poor thinkers and fail to realize the vast importance of the mind in all voice work. Unless the teacher has the power of inspiring the pupil to a realization of the great fact that nothing is accomplished in the throat that has not been previously performed in the mind, the path will be a difficult one. During the process of singing the throat and the auxiliary vocal process of breathing are really a part of the brain, or, more specifically, the mind or soul. The body is never more than an instrument. Without the performer it is as voiceless as the piano of Richard Wagner standing in all its solitary silence at Wahnfried--a mute monument of the marvelous thoughts which once rang from its vibrating wires to all parts of the civilized world. We really sing with that which leaves the body after death. It is in the cultivation of this mystery of mysteries, the soul, that most singers fail. The mental ideal is, after all, that which makes the singer. Patti possessed this ideal as a child, and with it the wonderful bodily qualifications which made her immortal. But it requires work to overcome vocal deficiencies, and Patti as a child was known to have been a ceaseless worker and thinker, always trying to bring her little body up to the high aesthetic appreciation of the best artistic interpretation of a given passage.

MAURICE STRAKOSCH'S TEN VOCAL COMMANDMENTS

It was from Maurice Strakosch that I learned of the methods pursued by Patti in her daily work, and although Strakosch was not a teacher in the commercial sense of the word, as he had comparatively few pupils, he was nevertheless a very fine musician, and there is no doubt that Patti owed a great deal to his careful and insistent regime and instruction. Although our relation was that of impresario and artist, I cannot be grateful enough to him for the advice and instruction I received from him. The technical exercises he employed were exceedingly simple and he gave more attention to how they were sung than to the exercises themselves. I know of no more effective set of exercises than Strakosch's ten daily exercises. They were sung to the different vowels, principally to the vowel "ah," as in "father." Notwithstanding their great simplicity Strakosch gave the greatest possible attention and time to them. Patti used these exercises, which he called his "Ten Commandments for the Singer," daily, and there can be little doubt that the extraordinary preservation of her voice is the result of these simple means. I have used them for years with exceptional results in all cases. However, if the singer has any idea that the mere practice of these exercises to the different vowel sounds will inevitably bring success she is greatly mistaken. These exercises are only valuable when used with vowels correctly and naturally "placed," and that means, in some cases, years of the most careful and painstaking work.

Following are the famous "Ten Vocal Commandments," as used by
Adelina Patti and several great singers in their daily work. Note
their simplicity and gradual increase in difficulty. They are to be
transposed at the teacher's discretion to suit the range of the
voice and are to be used with the different vowels.

The concert singer of the present day must have linguistic attainments far greater than those in demand some years ago. She is required to sing in English, French, German, Italian and some singers are now attempting the interpretation of songs in Slavic and other tongues. Not only do we have to consider arias and passages from the great oratorios and operas as a part of the present-day repertoire, but the song of the "Lied" type has come to have a valuable significance in all concert work. Many songs intended for the chamber and the salon are now included in programs of concerts and recitals given in our largest auditoriums. Only a very few numbers are in themselves songs written for the concert hall. Most of the numbers now sung at song concerts are really transplanted from either the stage or the chamber. This makes the position of the concert singer an extremely difficult one. Without the dramatic accessories of the opera house or the intimacy of the home circle, she is expected to achieve results varying from the cry of the Valkyries, in _Die Walkuere_, to the frail fragrance of Franz' _Es hat die Rose sich beklagt_. I do not wonder that Mme. Schumann-Heink and others have declared that there is nothing more difficult or exhausting than concert singing. The enormous fees paid to great concert singers are not surprising when we consider how very few must be the people who can ever hope to attain great heights in this work.

(C) Mishkin.]

REINALD WERRENRATH

BIOGRAPHICAL

Reinald Werrenrath was born in Brooklyn, N. Y., August 7, 1883. His father, George Werrenrath, was a distinguished singer, and his mother (nee Aretta Camp) is the daughter of Henry Camp, who was for many years musical director of Plymouth Church during the ministry there of Henry Ward Beecher. George Werrenrath was a Dane, with an unusually rich tenor voice, trained by the best teachers of his time in Germany, Italy, France and England. During his engagement as leading tenor in the Royal Opera House in Wiesbaden, he left Germany by the advice of Adelina Patti, eventually going to England with Maurice Strakosch, who was then his coach. In London Werrenrath had a fine career, and there was formed a warm and ultimate friendship with Charles Gounod, with whom he studied and toured in concerts through England and Belgium. George Werrenrath came to New York in 1876, by the influence of Mme. Antoinette Sterling and of the well-known Dane, General C. T. Christensen. He immediately became well known by his appearance with the Theodore Thomas Orchestra, as well as by his engagement at Plymouth Church, where he was soloist for seven years. He was probably the first artist to give song-recitals in the United States, while his performances in opera are still cherished in the memories of those people who can look back on some of the fine representations given under the baton of Adolph Neuendorf, at the old Academy of Music, which made the way for the later work at the Metropolitan Opera House. His interpretation of _Lohengrin_ was adjudged most wonderfully poetical.

Reinald Werrenrath studied first with his father. At the Boys' High School and at New York University he was leader of musical affairs throughout the eight years spent in those schools. He studied violin with Carl Venth for four years, and had as his vocal teachers Dr. Carl Dufft, Frank King Clark, Dr. Arthur Mees, Percy Rector Stephens and Victor Maurel, giving especial credit for his voice training to years of study with Mr. Stephens whose vocal teaching ideas he sketches in part in the following. He has appeared with immense success in concert and oratorio in all parts of the United States. His talking machine records have been in great demand for years, and his voice is known to thousands who have never seen him. His operatic debut was in _Pagliacci_, as _Silvio_, in the Metropolitan Opera House, February 19, 1919, where he later had specially fine success as _Valentine_ in _Faust_ and as the _Toreador_ in _Carmen_.

NEW ASPECTS OF THE ART OF SINGING IN AMERICA

REINALD WERRENRATH

Every now and then someone asks me whether America is really becoming musical. All I can say is that a year ago I, with my accompanist, traveled over 61,000 miles, touching every part of this country and, during that eight months, singing almost nightly when the transit facilities would permit, found everywhere the very greatest enthusiasm for the very best music. Of course, Americans want some numbers on the program with the so-called "human" element; but at the same time they court the best in vocal art and seem never to get enough of it. All of my instruction has been received in America. All of my teachers, with the exception of my father and Victor Maurel, were born in America; so I may be called very much of an American product.

Just why Americans should ever have been obsessed with the idea that it was impossible to teach voice successfully on this side of the Atlantic is hard to tell. I have a suspicion that many like the adventure of foreign travel far more than the labor of study. Probably ninety-five per cent. of the pupils who went over did so for the fascinating experience of living in a European environment rather than for the downright purpose of coming back great artists. Therefore, we should not blame the European teachers altogether for the countless failures that have floated back to us almost on every tide. I have recently heard a report that many of the highest-priced and most efficient voice teachers in Italy are Americans who have Italianized their names. Certainly the most successful voice teachers in Berlin were George Ferguson and Frank King Clark, who was at the top of the list also in Paris when he was there.

The American singer should remember in these days that, first of all, he must sing in America and in the English language more than in any other. I am not one of those who decry singing in foreign languages. Certain songs, it is true, cannot be translated so that their meaning can be completely understood in English; yet, if the reader will think for a moment, how is the American auditor to understand a single thought of a poem in a language of which he knows nothing?

The Italian is a glorious language for the singer, and with it English cannot be compared, with its thirty-one vowel sounds and its many coughing, sputtering consonants. Training in Italian solfeggios is very fine for creating a free, flowing style. Many of the Italian teachers were obsessed with the idea of the big tone. The audiences fired back volleys of "Bravos!" and "Da Capos" when the tenor took off his plumed hat, stood on his toes and howled a high C. That was part of his stock in trade. Naturally, he forced his voice, and most of the men singers quit at the age of fifty. I hope to be in my prime at that time, as my voice seems to grow better each year. Battistini, who was born in 1857, is an exception. His voice, I am told, is remarkably preserved.

CLIMATIC CONDITIONS A SERIOUS HANDICAP

Climatic conditions in many parts of America prove a serious handicap to the singer. At the same time, according to the law of the survival of the fittest, American singers must take care of themselves much better than the Italians, for instance. The salubrious, balmy climate of most of Italy is ideal for the throat. On our Eastern seaboard I find that fifty per cent. of my audiences in winter seem to have colds and bronchitis. The singer who is obliged to tour must, of course, take every possible precaution against catching cold; and that means becoming infected from exposure to colds when the system is run down. I attempt to avoid colds by securing plenty of outdoor exercise. I always walk to my hotel and to the station when I have time; and I walk as much as I can during the day. When I am not singing I immediately start to play--to fish, swim or hunt in the woods if I can make an opportunity.

OPERATIC STUDY

In one respect Europe is unquestionably superior to America for the vocal student. The student who wants to sing in opera will find in Europe ten opportunities for gaining experience to one here. While we have a few more opera companies than twenty-five years ago, it is still a great task to secure even an opening. Americans, outside of the great cities, do not seem to be especially inclined toward opera. They will accept a little of it when it is given to them by a superb company like the Metropolitan. In New York we find a public more cosmopolitan than in any other city of the world, with the possible exception of London. In immediate ancestry it is more European than American, and naturally opera becomes a great public demand. Seats sell at fabulous prices and the houses are crowded. Next comes opera at popular prices; and we have one or two very good companies giving that with success. Then there is the opera in America's other cosmopolitan center, Chicago, where many world-famed artists appear. After that, opera in America is hardly worth mentioning. What chance has the student? Only one who for years has been uniformed in a black dress suit and backed into the curve of the grand piano in a recital hall can know what it means to get out on the operatic stage, in those fantastic clothes, walk around, act, sing and at the same time watch the conductor with his ninety men. Only he can know what the difference between singing in concert and on the operatic stage really is. Yet old opera singers who enter the recital field invariably say that it is far harder to get up alone in a large hall and become the whole performance, aided and abetted only by an able accompanist, than it is to sing in opera.

The recital has the effect of preserving the fineness of many operatic voices. Modern opera has ruined dozens of fine vocal organs because of the tremendous strain made upon them and the tendency to neglect vocal art for dramatic impression.

If there were more of the better _singing_ in opera, such as one hears from Mr. Caruso, there would be less comment upon opera as a bastard art. Operatic work is very exhilarating. The difference between concert and opera for the singer is that between oatmeal porridge and an old vintage champagne. There is no time at the Metropolitan for raw singers. The works in the repertoire must be known so well in the singing and the acting that they may be put on perfectly with the least possible rehearsals. Therefore, the singer has no time for routine. The lack of a foreign name will keep no American singer out of the Metropolitan; but the lack of the ability to save the company hundreds of dollars through needless waits at rehearsals will.

NATURAL METHODS OF SINGING

Certainly no country in recent years has produced so many "corking" good singers as America. Our voices are fresh, virile, pure and rich; when the teaching is right. Our singers are for the most part finely educated and know how to interpret the texts intelligently. Mr. W. J. Henderson, the eminent New York critic, in his "Art of Singing," gave the following definition, which my former teacher, the late Dr. Carl Dufft, endorsed very highly: "Singing is the expression of a text by means of tones made by the human voice." More and more the truth of this comes to me. Singing is not merely vocalizing but always a means of communication in which the artist must convey the message of the two great minds of the poet and the composer to his fellow man. In this the voice must be as natural as possible, as human as possible, and not merely a sugary tone. The German, the Frenchman, the Englishman and the American strive first for an intelligent interpretation of the text. The Italian thinks of tone first and the text afterward, except in the modern Italian school of realistic singing. For this one must consider the voice normally and sensibly.

I owe my treatment of my voice largely to Mr. Stephens, with whom I have studied for the last eight years, taking a lesson every day I am in New York. This is advisable, I believe, because no matter how well one may think one sings, another trained mind with other ears may detect defects that might lead to serious difficulties later. His methods are difficult to describe; but a few main principles may be very interesting to vocalists.

My daily work in practice is commenced by stretching exercises, in which I aim to free the muscles covering the upper part of the abdomen and the intercostal muscles at the side and back--all by stretching upward and writhing around, as it were, so that there cannot possibly be any constriction. Then, with my elbows bent and my fists over my head, I stretch the muscles over my shoulders and shoulder blades. Finally, I rotate my head upward and around, so that the muscles of the neck are freed and become very easy and flexible. While I am finishing with the last exercise I begin speaking in a fairly moderate tone such vowel combinations as "OH-AH," "OH-AH," "EE-AY," "EE-AY," "EE-AY-EE-AY-EE-AY," etc. While doing this I walk about the room so that there will not be any suggestion of stiltedness or vocal or muscular interference. At first this is done without the addition of any attempted nasal resonance. Gradually nasal resonance is introduced with different spoken vowels, while at the same time every effort is made to preserve ease and flexibility of the entire body. Then, when it seems as though the right vocal quality is coming, pitch is introduced at the most convenient range and exercises with pitch are taken through the range of the voice. The whole idea is to make the tones as natural and free and pure as possible with the least effort. I am opposed to the old idea of tone placing, in which the pupil toed a mark, set the throat at some prescribed angle, adjusted the tongue in some approved design, and then, gripped like the unfortunate victim in the old-fashioned photographer's irons, attempted to sing a sustained tone or a rapid scale. What was the result--consciousness and stiltedness and, as a rule, a tired throat and a ruined singer. These ideas may seem revolutionary to many. They are only a few of Mr. Stephens' very numerous devices; but for many years they have been of more benefit than anything else in keeping me vocally fit.

We in the New World should be on the outlook for advance along all lines. Our American composers have held far too close to European ideals and done too little real thinking for themselves. Our vocal teachers and, for that matter, teachers in all branches of musical art in America have been most progressive in devising new ways and better methods. There will never be an American method of singing because we are too wise not to realize that every pupil needs different and special treatment. What is fine for one might be injurious to the next one.

EVAN WILLIAMS

BIOGRAPHICAL

Evan Williams, as his name suggests, was of Welsh ancestry, although born in Trumbull County, Ohio, Sept. 7, 1867. As a boy his singing attracted the attention of his friends and neighbors. When a young man he went to Mme. Louise von Fielitsen, in Cleveland, and studied under her for four years. At the end of this time it became necessary for him to earn money immediately, as he had married at the age of twenty. Accordingly he went with the "Primrose and West" minstrels for one season. Everywhere he appeared his voice attracted enthusiastic attention. This aroused his ambition and in 1894 he went to New York where he was engaged at All Angels Church at a yearly salary of $1000.00. Six months later the Marble Collegiate Church took him over at $1500.00 which was shortly raised to $2000.00. In 1896 he appeared at the Worcester Festival with great success and then went to New York to study with James Sauvage for three years.

Notwithstanding his long terms of instruction with teachers of high reputation, Mr. Williams felt that he had still much to learn, as he would find himself singing finely one night and so badly on the next that he would resolve never to sing again. Accordingly he studied with Meehan for three years more. Then he retired from the concert stage for three years in order to improve himself. Deciding to appear in public again he went to London where he sang for three years with popular success. However, he was still dissatisfied with his voice. Mr. Williams' personal narrative tells how he got his voice back. His death, May 24, 1918, prevented him from carrying out his project to become a teacher and thus introduce his discoveries. The following, therefore, becomes of interesting historical significance.

HOW I REGAINED A LOST VOICE

EVAN WILLIAMS

There is nothing so disquieting to the singer as the feeling that his voice, upon which his artistic hopes, to say nothing of his livelihood, depend, is not a reliable organ, but a fickle thing which to-day may be in splendid condition but to-morrow may be gone. Time and again I have been driven to the verge of desperation by my own voice. While I am grateful to all of my excellent teachers for the many valuable things they taught me, I had a strong feeling that there was something which I must know and which only I myself could find out for myself. After a very wide experience here and in England I found myself with so little confidence in my ability to produce uniformly excellent results when on the concert stage, that I retired to Akron, Ohio, resolving to spend the rest of my life in teaching. There I remained for four years, thinking out the great problem that confronted me. It is only during the last year that I have become convinced that I have solved it. My musical work has made me well-to-do and I want now to give my ideas to the world so that others may profit if they find them valuable. I have nothing to sell--but I trust that I can put into words, without inventing a new and bewildering nomenclature, something that will prove of practical assistance to young singers as it has been to me.

AN INDISPUTABLE RECORD

In 1908 I left Akron and resolved to try to reinstate myself in New York as a singer. I also made talking machine records, only to find that seldom could I make a record at the first attempt that was up to the very high standard maintained by the company in the case of all records placed upon the market for sale. This meant a great waste of my time and the company's material and services. It naturally set me thinking. If I could do it one time--why couldn't I do it all the time? There was no contradicting the talking machine record. The machine records the slightest blemish as well as the most perfect tone. There was no getting away from the fact that sometimes my singing was far from what I wished it to be.

The strange thing about it all was that my singing did not seem to depend upon the physical condition or feeling of my throat. Some days when my throat felt at its very best the records would come back in a way that I was ashamed of. It is a strange feeling to hear one's own voice from the talking machine. It sounds quite differently from the impression one gets while singing. I began to ponder, why were some of my records poor and others good?

After deep thought for a very long period of time, I commenced to make certain postulates which I believe I have since proved (to my own satisfaction at least) to be reasonable and true. They not only resulted in an improvement in my voice, but they enabled me to do at command what I had previously been able to do only occasionally. They are:

I. Tone creates its own support.

II. Much of the time spent in elaborate breathing
exercises (while excellent for the health and valuable
to the singer, in a way) do not produce the
results that are expected.

III. The singer's first studies should be with his brain
and ear, rather than through an attempt at
muscular control of the breathing muscles.

IV. Vocal resonance can be developed through a
proper understanding of tone color (vocal timbre),
so that uniformly excellent production of tones
will result.

TONE CREATES ITS OWN SUPPORT

The first two postulates can be discussed as one. Tone creates its own support. How does a bird learn to sing? How does the animal learn to cry? How does the lion learn to roar? Or the donkey learn to bray? By practicing breathing exercises? Most certainly not. I have known many, many singers with splendid voices who have never heard of breathing exercises. Go out into the Welsh mining districts and listen to the voices. They learn to breathe by learning how to sing, and by singing. These men have lungs that the average vocal student would give a fortune to possess. By singing correctly they acquire all the lung control that any vocal composition could demand.

As a matter of fact, one does not need such a huge amount of breath to sing. The average singer uses entirely too much. A goose has lungs ten times as large as a nightingale but that doesn't make the goose's song lovely to listen to. I have known men with lungs big enough to work a blast furnace who yet had little bits of voices, so small that they were ridiculous. It would be better for most vocal students to emit the breath for five seconds before attacking the tone. One of the reasons for much vocal forcing is too much breath. Maybe I haven't thought about these things! I have spent hours in silence making up my mind. It is my firm conviction that the average person (entirely without instruction in breathing of a special kind) has enough breath to sing any phrase one might be called upon to sing. I think, without question, that teachers and singers have all been working their heads off to develop strength in the wrong direction. Mind you--this is not a sermon against breathing. I believe in plenty of breathing exercises for the sake of one's health.

A GOOD POSITION

Singers study breathing as though they were trying to learn how to push out the voice or pull it out by suction. By standing in a sensible position with the chest high (but not forced up) the lung capacity of the average individual is quite surprising. A good position can be secured through the old Delsarte exercise which is as follows:

I. Stand on the balls of your feet, heels just touching
the floor.

II. Hold your arms at your side in a relaxed condition.

III. Move your arms forward until they form an
angle of forty-five degrees with the body. Press
the palms down until the chest is up comfortably.

IV. Now let your arms drop back without letting
your chest fall. Feel a sense of ease and freedom
over the whole body. Breathe naturally and
deeply.

In other words, to "poise" the breath, stand erect, at attention. Most people when called to this "attention" posture stiffen themselves so that they are in a position of resistance. When I say _attention_,--I mean the position in which you have alertness but at the same time complete freedom,--when you can freely smile, sigh, scowl and sneer,--the attention that will permit expansion of the chest with every change of mood. Then, open the mouth without inhaling. Let the breath out for five seconds, close the mouth and inhale through the nostrils. I keep the fact that I breathe into the lungs through the nostrils before me all the time. Again open the mouth without allowing the air to pass in. Practice this until a comfortable stretch is felt in the flesh of the face, the top of the head, the back, the chest and the abdomen. If you stretch violently you will not experience this feeling.

SENSATIONS

I fully realize that much of what I have said will not be in accord with what is preached, practiced and taught by many vocal teachers and I cannot attempt to reply to any critics. I merely know what sensations and experiences I have had after a lifetime of practical work in a profession which has brought me a fortune. Furthermore I know that anything anyone might say on the subject of the human voice would be at variance with the opinions of others. There is probably no subject in human ken in which there is such a marked difference of opinion. I can merely try to describe my own sensations and vocal experiences. In trying to represent the course of the sensation I experience in producing a good tone, I have employed the following illustration. Imagine two pieces of whip cord. Tie the ends together. Place the knot immediately under the upper lip directly beneath the center bone of the nose, run the strings straight back for an inch, then up over the cheek bones, then down around the uvula, thence down the large cords inside the neck. At a point in the center between the shoulders the cords would split in order to let one set go down the back and the other toward the chest, meeting again under the arm-pits, thence down the short ribs, thence down and joining in another knot slightly back of the pelvic bone. Laugh, if you will, but this is actually the sensation I have repeatedly felt in producing what the talking machine has shown to be a good tone. Remember that there were plenty to laugh at Columbus, Gallileo and even Darius Green of the Flying Machine.

Stand in "attention" as directed, with the body responsive and the mind sensitive to physical impressions. When opening the mouth without taking in air a slight stretch will be experienced along the whole track I have described. The poise felt in this position is what permitted Bob Fitzsimmons to strike a deadly blow with a two-inch stroke. It is the responsive poise with which I sing both loud and soft tones. Furthermore, I do not believe in an absolutely relaxed lower jaw as though it had been broken. Who could sing with a broken jaw?--and a broken jaw would represent ideal relaxation. The jaw should be slightly stretched but never strained. I think that the word relaxation, as used by most teachers and as understood by most students, is responsible for more ruined voices than all other terms used in vocal teaching. I have talked this matter over with numberless great singers who are constantly before the public, and their very singing is the best contradiction of this. When you hold your hand out freely before you what is it that keeps it from falling at your side? That same condition controls the jaw. Find it: it is not relaxation. If you would be a perfect singer find the juggler who is balancing a feather. Imagine yourself poised on the top of that feather, and sing without falling off.

CONTRASTING TIMBRES THAT LEAD TO A BEAUTIFUL TONE WHEN COMBINED

We shall now seek to illustrate two contrasting qualities of tones, between which lies that quality which I sought for so long. The desired quality is not a compromise, but seems to be located half way between two extremes, and may best be brought to the attention of the reader by describing the extremes.

The first is a dark quality of tone. To get this, place the tips of the second fingers on the sides of the voice box (Adam's apple) and make a dark almost breathy sound, using "u" as in the word hum. Do this without any signs of strain. Allow the sound to float up into the mouth and nose. To many there will also be a sensation as though the sound were also floating down into the lungs (into both lungs). Do not make any conscious effort to force the sound or place it in any particular location. The sound will do it of its own accord if you do not strain. While the sound is being made, there will be a slight upward pulling of the voice box, a slight tugging at the voice box. This, of course, occurs automatically, and there should be no attempt to control it or promote it. It is nature at work. The tongue, while making this sound, should be limp, with the tip resting on the lower front teeth. All along it is necessary to caution the singer not to strive to do artificial things. Therefore do not poke or stick the tip of your tongue against the front teeth. If your tongue is not strained it will rest there naturally. Work at this exercise until you can fill the mouth and nose (and also seemingly the chest) with a rich, smooth, well-controlled, well-modulated dark sound and do it easily,--with slight effort. Do not try to hold the sound in the throat.

The second sound we shall experiment with is the extreme antithesis of the first sound. Its resonance is high and it is bright in every sense. Place the fingers on the joints just in front and above holes in the ears. Open the mouth without inhaling and make the sound of "e" as in when. As the dark sound described before cannot be made too dark this sound cannot be made too strident. It is the extreme from the rumble of the drum to the piercing rasp of the file. I have called it the animal sound, and in calling it strident, please do not infer that the nose, or any part of the mouth or soft palate, should be pinched to make it nasal, in the restricted sense of that term. When I sing this tone it is accompanied with a sensation as though the tone were being reflected downward from the voice box over to each side of the chest just in front of the arm-pits and then downward into the abdomen. Here the great danger arises that the unskilled student will try to produce this sensation, whereas the fact of the matter is that the sensation is the accompaniment of the properly produced tone and cannot be made artificially. Don't work for the sensation, work for the tone that produces such a sensation. At the same time the tone has a sensation of upward reflection, as though it arose at the back of the voice box and separated there, passed up behind the jaws to the points where your fingers are resting, entering the mouth from above, as it were from a point just between the hard and soft palates, and becoming one sound in the mouth.

The uvula and part of the soft palate should be associated with the dark sound. The hard palate and part of the soft palate should be associated with the strident tone.

THE TONGUE POSITION

In making the strident sound the tongue should rest in the same position as for the dark sound. The dark tone never changes and is the basic sound which gives fullness, foundation, depth to the ultimate tone. Without it all voices are thin and unsubstantial. The nearer the singer gets to this the nearer he approaches the great vibrating base upon which the world is founded.

Remember that the dark tone never changes. It is the background, the canvas upon which the singer paints his infinite moods by means of different vowels, emotions, and the tone colors which are derived in numberless modifications from the strident tone. Another simile may bring the subject nearer to the reader student. Imagine the dark tone and all the sensations in different parts of the body as a kind of atmosphere or gas which requires to be set on fire by the electric spark of the strident tone. The dark tone is all necessary, but it is useless unless it is properly electrified by the strident tone.

A PRACTICAL STEP

How shall we utilize what we have learned, so that the student may convince himself that herein ties the truth which, properly understood and sensibly applied, will lead to a means of improving his tone. If the foregoing has been carefully read and understood, the following exercise to get the tone which results from a combination of the dark and the strident is simple.

I. Stand erect as directed.

II. Open the mouth _without inhaling_.

III. Produce the dark tone ("u" as in hum).

IV. Close the mouth and allow the air to pass in and
out of the nostrils for a few seconds.

V. Open the mouth without inhaling.

VI. Make the strident sound ("e" as in when).

VII. Close the mouth and let the air pass in and out
of nostrils a few seconds.

VIII. Open the mouth without inhaling.

IX. Sing the vowel "Ah" as in _father_ in such a manner
that it is a combination of the dark tone and
the strident tone.

X. Do this in such a way that all of the breathy
disagreeable features of the dark tone disappear
but its foundation features remain to give it fullness
and roundness, while all of the disagreeable
features of the strident tone disappear although
its color-giving, light-giving, life-giving characteristics
are retained to give the combination-tone
richness and sweetness. A beautiful result
is inevitable, if the principle is properly understood.
I have tried this with many people who
have sung but little before in their lives and who
were not conscious of having interesting voices.
Without a long course of vocal lessons or anything
of the sort they have been able to produce
in a short time--a very few minutes--a tone
that would be admired by any critic.

A COMFORTABLE PITCH

It is to be assumed that the student will, in these experiments, take the pitch in his voice which is most comfortable. Having mastered the combination tone on "Ah" at any pitch, it will be easy to try other pitches and other vowels. "Ah" is the natural vowel, but having secured the "know how" through a correct production of "Ah" the same results may be attained with any other vowel produced in a similar way. "E" as in _see_ has of course more of the strident quality, the high, bright quality and "OO" as in moon more of the dark, but even these extreme tones may be so placed that they become enriched through the employment of resonance of all those parts of the mouth, nose and body which may be brought naturally to reinforce them.

"PING"

I have never met a singer who was not looking for "ping" or what is called brightness. Most voices are hopelessly dead, and therefore lack sweetness. The voices are filled with night--black hollow gloomy night or else they are as strident as the caterwauling of a Tom Cat. The happy mean between the extremes is the area in which the singer's greatest results are attained.

Think of your tone, always. The breath will then take care of itself. If the tone has a tremulo, or sounds stuffy or sounds weak, you have not apportioned the right amount of breath to it, but you are not going to gain this information by thinking of the breath but by thinking of the tone.

LET YOUR OWN EARS CONVINCE YOU

Now, that is all there is to it. I am not striving to found a method or anything of the sort; but I have seen students waste years on what is called "voice placing" and not come to anything like the same result that will come after the accomplishment of this simple matter. Try it out with your own voice. You will see in a short time what it will do. Your own ears will convince you, to say nothing of the ears of your friends. All I know is that after I discovered this, it was possible for me to employ it and make records with so small a percentage of discard that I have been surprised.

It remains for the intelligent teachers to apply such knowledge to a systematic vocal course of exercises, studies and songs, which will help the pupil to progress most rapidly. Don't think that I am pretending to tell all that there is to vocal culture in an hour. It is a great and important study upon which I have spent a lifetime. However, as I said before, I have nothing to sell and I am only too happy to give this information which has cost me so many hours of thought to crystallize.

Typographical errors corrected by the transcriber of this etext:

Talmadge=>Talmage

Artious=>Artibus

citadal=>citadel

Wohltemperites=>Wohltemperiertes

liebenswurdig=>liebenswuerdig

Delibes=>Delibes

Words not changed: unforgetable, skilful, Beyreuth, marvelous