the music student, the books by
Lavignac and Hamilton are especially recommended.

APPENDIX D

TERMINOLOGY REFORM

A recent writer[43] on _vocal terminology_ makes the following statement
as an introduction to certain remarks advocating a more definite use of
terms relating to tone production by the human voice:--"The correct use
of words is the most potent factor in the development of the thinker."
If this statement has any basis of fact whatsoever to support it then it
must be evident to the merest novice in musical work that the popular
use of many common terms by musicians is keeping a good many people from
clear and logical thought in a field that needs accurate thinkers very
badly! However this may be, it must be patent to all that our present
terminology is in many respects neither correct nor logical, and the
movement inaugurated by the Music Section of the National Education
Association some years ago to secure greater uniformity in the use and
definition of certain expressions should therefore not only command the
respect and commendation, but the active support of all progressive
teachers of music.

[Footnote 43: Floyd S. Muckey--"Vocal Terminology," _The Musician_, May,
1912, p. 337.]

Let it be noted at the outset that such reforms as are advocated by the
committee will never come into general use while the rank and file of
teachers throughout the country merely _approve_ the reports so
carefully compiled and submitted each year: these reforms will become
effective only as individual teachers make up their minds that the end
to be attained is worth the trouble of being careful to use only
correct terminology every day for a month, or three months, or a
year--whatever length of time may be necessary in order to get the new
habits fixed in mind and muscle.

The Terminology Committee was appointed by the Department of Music of
the N.E.A. in 1906 and made its first report at Los Angeles in 1907.
Since then the indefatigable chairman of the committee (Mr. Chas. I.
Rice, of Worcester, Mass.) has contributed generously of both time and
strength, and has by his annual reports to the Department set many of us
to thinking along certain new lines, and has caused some of us at any
rate to adopt in our own teaching certain changes of terminology which
have enabled us to make our work more effective.

In his first report Mr. Rice says:

"Any one who has observed the teaching of school music in any