he
will get his boys to read from their lesson books in this register
instead of in the one below it.

I have to acknowledge a debt of gratitude to one of our best and most
painstaking teachers for giving me this hint. The reading will at first
be weak, and in a monotone, and there being no flexibility, the boys
will have difficulty in forming the usual cadence at the end of
sentences, but practice will soon strengthen the weakness, and make this
register as strong as the one below it. Between the one above and the
one below, this "middle" one is apt to be overlooked altogether, and I
have heard some fairly pleasing singing where it has not been recognised
at all.

The third register (Upper Thick) should now receive attention, and in
order to find it the pupils should cultivate it upwards with such
exercises as--

[Illustration: &c.

KEY A[b]. d_1 r_1 d_1 d_1 r_1 m_1 &c.

Koo koo koo koo koo koo]

Within the limits of a short paper, it is impossible to give more fully
all the needful directions for training the voices to cover up breaks,
and to change from one register to another.

Suitable tunes should now be selected, so that the aim of the exercises
may be extended. Remember that it is easiest to _leap_ from one register
to a higher, a stepwise ascent being an insidious snare. Koo and
afterwards laa such tunes as:--

[Illustration: KEY C.

{| s:m |d1:s |m1:-.r1|d1:s |l:l |s:d1 |s:f |m:-||

KEY E[b].

{|m:r |f:m |r:-|m:-||l:s |t:d1 |s:-|f:-||

{|m:r |f:m |r:-|l:-||d1:s |m:r |d:-|-:-||]

Many ready-made exercises are to be found in any chant book, which can
be used to strengthen the voice and build it. For voice exercise I like
a high reciting note at the beginning, D1, C1, E[b]1, as by this we
ensure getting the right register for the high notes, which will be a
matter of doubt for some time if the question of suitability of melody
be left out of calculation.

I strongly recommend the use of the time names. For some years I was
prejudiced against them, but after trying them, believe them to be of
the greatest value.

The teacher should give manual signs for his short exercises. Time is
wasted unnecessarily if the teacher has to turn and write on the board.
The objection to working through a book, only using prescribed
exercises, is chiefly this--no book writer can provide for all the
permutations and combinations that may arise during the actual work of
teaching; it is impossible for him to antic