e who can sing with reasonably good intonation; and second, those
who can sing only a few tones, or only one.

Let the second class frequently listen while the others sing. They will
thus be taught to note both tone and pitch, and if any musical sense is
dormant, this should arouse it; but, if after long and patient effort a
pupil cannot sing, let him remain silent during the singing period.

Every possible effort should certainly be put forth to teach children to
sing in tune, but yet it is now, and will doubtless remain true, that a
small per cent. cannot be so taught.

The primary causes of monotone singing may be physical or mental; in
many cases, weak vocal organs and feeble nervous power, in others lack
of pitch-perception-- tonal blindness.

The secondary causes include the influences of environment and heredity.
The contempt in which music has been held by a portion of the
English-speaking people from the time of the Reformation until quite
recently, or shall we say until even now, has made its powerful impress
upon opinions, tastes, and natural powers. Singing, with a part of our
population, is literally a lost art, lost through generations of disuse.

It is often urged by educators that each study must help other studies.
The various subjects which are taught must move along, as it were, like
the parts in a musical composition, dependent upon, sustaining, and
harmonious with each other. Now, while it is not within the scope of
this work to discuss the relation of music to other studies in all of
its bearings, it is yet clearly in line with its general tenor to
suggest that the tone in singing will react upon the speaking-voice, and
_vice versa_.

Now, if pupils recite and speak with a noisy, rough tone, it will not be
easy to secure sweet, pure tone from them when they sing; but, on the
other hand, while they may be specially trained in good singing-tone, it
will not, as a result, follow that the speaking-voice will be similarly
modified. Special attention must be given to this also; but if children
invariably sing with pure tone, it must be very easy to direct them into
good vocal habits in speaking and reading.

It is no more necessary for children to recite in that horrible, rasping
tone sometimes heard, than it is to sing with harsh tone; and if the
same principles are applied to the speaking-voice as are herein given
for the management of the singing-voice, in so far as they may be
applicable, this