thing expected of the teacher is results and he should not be afraid
to use anything that will contribute to that end.

It is in the upper part of the voice that mistakes are most likely to be
made and ninety nine per cent of the mistakes is forcing the voice, that
is, singing with too much resistance. So long as the resistance
continues a good full tone is impossible. The plan outlined above for
eliminating resistance has been tested with many hundreds of voices and
has never failed. The idea held by some that such practice can never
produce a large tone shows a complete misunderstanding of the whole
matter. That it produces the full power of the voice without sacrificing
its musical quality is being proved constantly.

Every day we hear the story of voices ruined by forcing high tones. Who
is responsible? Each one must answer for himself. With the hope of
diminishing it in some degree, this outline is offered.

III

A GENERAL SURVEY OF THE SITUATION

"I will roar you as gently as any sucking dove: I will roar you
an't were any nightingale."

Shakespeare. _A Midsummer Night's Dream_.

The singing world is confronted with a situation unique in its humor. On
every side we hear the lachrymose lament that voice training is in a
chaotic condition, that _bel canto_ is a lost art, and that the golden
age of song has vanished from the earth.

The unanimity of this dolorous admission would seem to be a sad
commentary on the fraternity of voice teachers; but here enters the
element of humor. There is not recorded a single instance of a voice
teacher admitting that his own knowledge of the voice is chaotic. He
will admit cheerfully and oftentimes with ill concealed enthusiasm that
every other teacher's knowledge is in a chaotic condition, but his own
is a model of order and intelligence.

If we accept what voice teachers think of themselves the future looks
rosy. If we accept what they think of each other the future is ominous
and the need for reform is dire and urgent.

But if a reform be ordered where shall it begin? Obviously among the
teachers themselves. But judging from the estimate each one puts upon
himself how shall we reform a thing which is already perfect? On the
other hand, if we take the pessimistic attitude that all teachers are
wrong will it not be a case of the blind leading the blind, in which
instance their destination is definitely determined somewhere in t