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