If the correct vocal action is to be acquired by imitation, of what use are the mechanical doctrines of vocal management? Kofler seeks to combine these two forms of instruction. "Physiological theories must go hand in hand with the musical ear or the law of imitation." Scientifically considered, this attempted combination of mechanical vocal training and instruction by imitation is an utter absurdity. There is no possibility of connection between vocal imitation and mechanical vocal management. Reliance on the imitative faculty involves the utter rejection of the mechanical idea. Compromise, or combination of the two, is a logical absurdity. Imitation and attempted mechanical management of the voice are absolutely incompatible. Any attempt consciously to direct the muscular workings of the vocal organs is an interference with the normal action of the voice. So soon as conscious mechanical management of the voice is attempted throat stiffness results, and the voice is hampered in the exercise of its instinctive faculty of imitation. It is impossible to acquire the correct vocal action by the application of mechanical rules, because a consistent following of mechanical doctrines utterly prevents the vocal organs from operating normally, even though the student try at the same time to guide the voice by the sense of hearing.
A close scrutiny of the practices of modern vocal teachers reveals convincing evidence that all their successes are due to a reliance, conscious or unconscious, on the imitative faculty. Teachers are as a rule not aware of the appeal to the instinct of imitation; neither indeed do the students usually pay much attention to this feature of their lessons. Much of modern vocal instruction is dual in character. When, for example, the teacher wishes to correct a marked fault in the pupil's tone-production, he adopts this dual mode of imparting his ideas. First, he explains to the pupil the (supposed) mechanical operation; second, he imitates the pupil's faulty production and then sings a correct tone to show how it should be produced.
For the teacher to sing the correct tone takes but a few seconds and requires almost no thought. The mechanical explanation, on the other hand, calls for much more of time, and of voluntary attention, from both master and student. It thus follows that they both look upon the mechanical rule as the important matter, and consider the teacher's perfect tone as merely an illustration of the rule.
In most cases the student strives to apply the mechanical rule, particularly in home practice between lessons. Under these circumstances the voice does not respond satisfactorily. But it often happens that the student pays little attention to the mechanical rule, and simply imitates the teacher's voice. There being then nothing to interfere, the student's voice naturally responds. The master ascribes this satisfactory result to the application of the mechanical doctrine, while in fact the result is due to the student's complete ignoring of the doctrine.
Vocal imitation is often completely unconscious. Individuals vary greatly, as regards the tendency to unconscious imitation. Of two English lads coming to America at the age of fifteen, one may be found ten years later to have entirely lost the English accent, the other may retain it all his life. This difference in individual traits has much to do with determining to what extent the vocal student may unconsciously imitate correct models of singing. Other characteristics are also influential in this regard. Some students so dislike to sing mechanically that they neglect, in their home study, to practise their exercises in the prescribed way. This is often due to an instinctive abhorrence of harsh sounds. Other students are so gifted with the true feeling for vocal melody that mechanical instruction makes no impression on them.
As a general rule, the reliance on the imitative faculty in modern vocal instruction is entirely unconscious on the part of both master and pupil. Adherence to the mechanical idea excludes from the student's mind all thought of any means of vocal guidance other than mechanical. This is true, even in the most common form of instruction, imitation and mechanical doctrine combined. As regards the master, his only conscious exercise of the imitative faculty is the reproduction of the pupil's faulty tones. He seldom thinks of telling the pupil to imitate his own correctly produced tones.
Imitation supplies the only practical means for training voices. All the elements of Voice Culture are combined in one simple process, when the master sings correctly, and the student imitates the master. This exercise of the imitative faculty may be made to suffice for both the training of the ear and the cultivation of the voice. On practical, as well as on scientific grounds, imitation is the only rational basis of a method of Voice Culture.