ipate them. This does not in
the least detract from the value of the book, which must be the best
_general_ guide for by far the larger part of our teachers.

I have referred to the teaching of vowel sounds, and would say a word
about consonants. My practice has been to guard against giving undue
prominence to any individual letter, and to encourage always a _simple
unaffected utterance_ in singing. Rolling "r's" is very well, but to
precede the vowel with a sound not unlike the noise caused by springing
a police rattle is neither artistic nor pleasing. My custom was to first
let the pupils sing a vowel, say _aa_, and require it to be held on as
long as my hand was still. A sharp movement of the hand directed when
the consonant should appear, as _aa--t_, &c., the appearance and
disappearance being as close together as possible. It is a difficulty
with beginners to sing such words as "night," "bright," &c., holding on
the middle part, or vowel. I demonstrated that the singer has nothing
left to sing after having too soon disposed of the vowel. I also gave
exercises in prefixing a consonant to a vowel. Other points of detail
will arise, such as in the word "sing." The habit here is to make the
"ng" sound throughout the greater part of the durance of the singing of
the word. By analysing, and showing by copying the bad model, the
teacher will convince the pupil that "ng" held on is unpleasant. In
singing laa, laa, laa, &c., at first pupils lower and raise the jaw.
This should be at once stopped. But it is impossible to anticipate every
difficulty that will arise under this head. I have said enough to
indicate generally my method. I do not propose to enter into the
question of breathing. One thing I would say--do not try pupils by
requiring them to sing long notes at first, but do get them at the
beginning to "phrase" to your pattern. This will from the first get the
will to control the breath taking.

By all means introduce certificates. By the examination of individuals,
the teacher will get truer knowledge of his learners' powers, and will
be enabled to give advice of greater value because of its assured need.
Let the examination be in public--before the other pupils--and so help
to beget confidence in the pupil, without which success will be limited.
The teacher should never do anything to destroy the confidence of his
pupils, though I am bound to admit that I have not always been free from
irritability and impatience