In order to prevent misunderstandings, it may be well to add that the breaks as indicated in the preceding pages are intended only to show the average compass in the great majority of voices. As, for instance, there are basses who have an exceptional extension of the Lower Thick downwards, so there are, undoubtedly, tenors who have an exceptional extension of the Upper Thick upwards. It must, therefore, be the voice trainer's business very carefully to ascertain the exact limits of the registers in every single case. In choral singing, however, where individual attention is impossible, the breaks as given above may be implicitly relied upon. Not only should the registers never be carried above these points, but if the teacher is wise he will insist upon his pupils forming the habit of changing the mechanism a tone or two below.
Never "extend" lower registers upwards, but strengthen the upper registers, and carry them downwards, thus equalizing the voices from top to bottom, and enabling your pupils to sing without straining. That is the great lesson taught by the investigations described in these pages. I have seen a singer pull himself together, and with a tremendous effort shout a high A in the thick register. His neck swelled out, his face became blood-red, and altogether the "performance" was of an acrobatic rather than of an artistic nature. The general public, of course, loudly applauded, but people of taste and refinement shuddered. Such exhibitions are, unfortunately, not rare. If this little book should contribute, however remotely, to discourage them, it will not have been written in vain.
APPENDIX TO THE THIRD EDITION
It has been suggested to me that the usefulness of my little book would be enlarged if I were to add an appendix containing some application to practical work of the physiological laws already explained. This I have endeavoured to do in the following chapter, and I trust the simplicity of the directions will enable the reader to carry out my instructions, to vary them, and to enlarge upon them according to circumstances.
HINTS ON TEACHING.
One of the most important lessons taught us by the study of Vocal Physiology is the correct method of breathing and of obtaining control over the respiratory muscles. I will now give a few exercises for this purpose.
Divest yourself of any article of clothing which at all interferes with the freedom of the waist. Lie down flat on your back. Place one hand lightly on the abdomen and the other upon the lower ribs. Inhale, through the nostrils, slowly, deeply, and evenly, without interruption or jerking. If this is done properly the abdomen will, gradually and without any trembling movement, increase in size, and the lower ribs will expand sideways, while the upper part of the chest and the collar-bones remain undisturbed. Now hold the breath, not by shutting the glottis, but by keeping the midriff down and the chest walls extended, and count four mentally, at the rate of sixty per minute. Then let the breath go suddenly. The result of this will be a flying up of the midriff, and a falling down of the ribs; in other words, there will be a collapse of the lower part of the body. This collapse may not at first be very distinct, as the extension has probably been insufficient; but both will become more and more perfect as the result of continued practice.
Let it be clearly understood: The inspiration is to be slow and deep, the expiration sudden and complete. In inspiration the abdomen and the lower part of the chest expand, and in expiration they collapse.
The time of holding the breath is not, at the outset, to exceed four seconds, and the student must never, on any account, fatigue himself with these exercises; they may, however, be frequently repeated at intervals. It will be found by occasional trials upon the spirometer that the breathing capacity increases with these exercises. The process of abdominal respiration becomes easy and no longer requires constant watchfulness, and the student will soon be able to carry it on, not only lying down, but while he is standing or walking, though not at once with the same ease. He must now, for a time, be careful to see that he has the same physical sensations in breathing which he noticed while making his first experiment when lying down; and he must exercise special care when running, going upstairs, &c., and, of course, in speaking or singing.