Before commencing to train a voice the choirmaster must make sure that it is a voice worth training. He must take the boy alone, test his voice by singing scales, and try especially his notes in the treble compass, say,
[[Listen]] He must test his ear by playing phrases, and asking the boy to sing them. He must enquire into his theoretical knowledge, if any, and ask if he has had a Tonic Sol-fa or any other systematic training. The ear of the choirmaster must decide upon the voice. It is said by some that boys' voices partake of one or other of two qualities, the flute quality or the oboe quality. They differ, no doubt, in timbre, but these two divisions are not clearly marked. The diagram at the side gives the compass of the registers in boy trebles and altos. The names are those invented by the late John Curwen, and have the advantage of describing the physiological action that goes on. Thus in the Thick Register, the vocal cords vibrate in their whole thickness; in the Thin Register their thin edges alone vibrate; and in the Small Register a small aperture only is made, through which the sound comes. The registers are practically the same as those of women's voices. They may be shown on the staff, thus:—
I give below the staff another set of names which are sometimes used, but different voice-trainers attach to these different meanings.
It is undesirable to tell the boys anything about the registers. The spirit of voice-training at the present time is too analytical. The theory of the registers is for the teacher, not for the pupil. Some voice-trainers seem to think that it is their business to discover the registers, but as far as tone goes it is their business to conceal them. Trainers work better through possessing physiological knowledge, but the end is a smooth and homogeneous voice, blended and well-built.
Roughly speaking, the boys to be rejected are those who through carelessness, excitement, or confirmed habit, force up the thick register while singing. And those to be accepted are the boys who have sufficient reserve and care to turn into the fluty tone at the proper place, whether the music be loud or soft, and whatever be the shape of the melodic passage. The right use of the voice is most likely to come from boys who, whatever their social status, are well brought up, and have been taught to avoid screaming, coarse laughing and bawling, and if possible to speak in a clear way.
Voice studies are of two kinds. First come those which promote the building and setting of the voice. These are generally sung slowly. When the voice is becoming settled exercises for agility may be introduced. Of agility exercises most voice-training books contain plenty. There is a good selection in Mr. Sinclair Dunn's "The Solo Singer's Vade Mecum" (J. Curwen & Sons, price 1s.) and Sir John Stainer has written a set, printed on a card, which is published by Mowbray, Oxford and London, price 6d.
When the system of probationers is at work the voice-building exercises will not be much needed. The little boys will insensibly fall into right habits. They will learn to produce tone as they learnt to speak—by ear. But when a new choir has to be formed, the building exercises are necessary. And the first object of these is to make the boy feel the thin register and strengthen it by use. For this purpose such phrases as these, which leap into the thin register, and quit it by step are the best:—