WHY TEACHERS DISAGREE

Voice teachers are divided into two general classes—those who make a knowledge of vocal physiology the basis of teaching and those who do not. The members of the first class follow the teachings of some one of the scientific investigators. Each one will follow the scientist or physiologist whose ideas most nearly coincide with his own, or which seem most reasonable to him. In as much as the scientists have not yet approached anything resembling an agreement, it follows that their disciples are far from being of one mind.

The members of the second class hold that a knowledge of vocal anatomy and physiology beyond the elements has no value in teaching, and that the less the student thinks about mechanism the better. The scientific voice teachers usually believe in direct control of the vocal organs. The members of the opposite class believe in indirect control. This establishes a permanent disagreement between the two general classes, but the disagreement between those who believe in indirect control is scarcely less marked. Here it is not so much a matter of how the tone is produced, but rather the tone itself. This is due entirely to the difference in taste among teachers. The diversity of taste regarding tone quality is even greater than that regarding meat and drink. This fact seems to be very generally overlooked. It is this that so mystifies students. After studying with a teacher for one or more years they go to another to find that he at once tries to get a different tone quality from that of the first. When they go to the third teacher he tries for still another quality. If they go to a half dozen teachers each one will try to make them produce a tone differing in some degree from all of the others. The student doubtless thinks this is due to the difference in understanding of the voice among teachers, but this is not so. It is due entirely to their differing tastes in tone quality. The marvelous thing is that the voice will respond in a degree to all of these different demands made upon it; but it forces the student to the conclusion that voice training is an indefinite something without order, system, or principle.

So, in studying the conditions which obtain in voice teaching at the present time it must be admitted that the evidence of unity is slight; and the probability of increasing it by organization or legislative enactment is not such as to make one enthusiastic. What one believes is very real to himself. In fact it is the only thing that seems right to him, therefore he sees no valid reason why he should change his belief or why others should not believe as he does. This positive element in the human ego is advantageous at times, but it is also responsible for all conflicts from mild disagreements to war among nations.

But arguments and battles rarely ever result in anything more than an armed truce. Difference of opinion will continue indefinitely, but of this we may be sure, that the solution of the vocal problem will never come through a study of vocal mechanism however conscientious and thorough it may be, but through a purer musical thought, a deeper musical feeling, a clearer vision of what is cause and what is effect, a firmer conviction of the sanctity of music, an unerring knowledge of the relationship existing between the singer and his instrument.