The Voice in Singing

by Emma Seiler

The baritone and mezzo-soprano voices, so called—that is, such voices as have a limited compass, and cannot sing either the highest or the lowest tones—are by no means so numerous as they are thought to be. The best tenor voices, which cannot naturally reach the lowest bass tones, and whose organs do not allow of an unnatural forcing up beyond the higher limits of the chest register, are commonly pronounced baritone voices, for no one now-a-days thinks of cultivating the falsetto register of the male voice.

Few teachers, likewise, understand how to teach correctly the tones of the head register. If a soprano voice cannot readily and agreeably sing the low contralto tones, and extend the falsetto scale far enough upwards beyond its limit, it is reckoned among the mezzo-soprano voices. The celebrated singing master Thomaselli, of Padua, maintained that baritone and mezzo-soprano voices “had no existence in nature, but were only the products of our false methods of instruction.”

I have sometimes found mezzo-soprano and baritone voices, but not in so great number by far as the four chief kinds of voices—bass, tenor, contralto, and soprano.

Although an exact knowledge of the vocal organ and its various actions must be required of a teacher before the education of a voice can be committed to him, yet it would be unwise to undertake to teach singing by means of scientific explanations without sufficient previous knowledge; the pupil would, in this case, understand as little of what he was about and be as little helped as a child learning to read would be assisted by one who merely sought to make intelligible to him the mechanism by which sound is formed. The most natural and the simplest way in singing, as in all things else, is the best. Let the teacher sing correctly every tone to his pupil until the latter knows how to imitate it, and his ear has learned how to distinguish the different timbres.[ 5 ]

The discovery of the natural transitions of the registers has brought to light one of the greatest evils of our present mode of singing, and shown at the same time how wanting in durability are the voices of those of our artists whose aim and endeavor it is to force the registers upward beyond their natural limits. Although the concert pitch is so very much higher now than it was in the most flourishing period of the singing art, yet no regard is paid to this fact in the education of a voice, and our tenorists try to reach the a¹

with the chest register, just as they did one hundred and fifty years ago.

In the ignorance existing concerning the natural transitions of the registers, and in the unnatural forcing of the voice, is found a chief cause of the decline of the art of singing. And the present inability to preserve the voice is the consequence of a method of teaching unnatural, and therefore imposing too great a strain upon the voice.[ 6 ]

No one who has not made the art of singing a special study, can form any idea of the obscure and conflicting views in regard to the transitions of the registers which prevail among singing teachers and artists. Almost every teacher has a peculiar theory of his own in regard to the formation of the voice; every one has his own views, sometimes extremely fanciful, of the formation of tones and of the registers—views to which he tenaciously adheres, summarily rejecting all others. Almost as at the building of the tower of Babel, one teacher scarcely understands any longer what another means, and instead of harmonious endeavors to improve the art, teachers of singing are commonly found disputing among themselves.

To bring light and order into such a chaos can only be accomplished by the most thorough scientific study, and even then it is an undertaking of the greatest difficulty. Custom stands in the way as an antagonist, and there must be a conflict with long-cherished and wide-spread errors and prejudices. It lies also in the nature of the case that teachers of singing are the most determined opponents to be encountered. It is very hard for this class, and it demands of them no common self-denial to acknowledge and renounce as errors what they have taught for years and held to be truths. Those teachers, however, who have made the necessary sacrifice, have been compensated with the richest success; and such, we trust, will in all cases be the result, and so the path be broken for the true and the natural.