ed, if, from the first, pupils are taught to keep the mouth fairly
well opened, and the lips sufficiently apart to permit the free emission
of tone. Let the lower jaw have a loose hinge, so to speak. It is well
enough to point out also that when the lower jaw drops, the tongue goes
down with it, and should remain extended along the floor of the mouth
with the tip against the teeth while vowel-sounds are sung.

There are many other ways than those already suggested, in which the
distinction between the registers may be shown. Let the whole class sing

[Music: d'' c'' b']

softly, and then the next lower tone or tones loudly. The thick quality
will be heard easily enough. Or from the room select a pupil, one of the
class who has, in the phraseology of the schoolroom, a good voice, to
sing the scale of D ascending and descending. If the pupil be not timid,
and the kind referred to are not usually, and if loud singing has been
customary, the tone will be coarse and reedy throughout. Now let another
pupil who has what is called a light voice, and who daily sits modestly
in the shade of his boisterous brother, sing the same scale. The tone in
all likelihood will be pure and flutey, at least upon the higher notes.

Take the scale of E now and have each pupil in the room sing it alone.
There may certainly be some who cannot sing the scale, and if the daily
singing has been harsh, the number may be large, but postponing the
consideration of these so-called monotones and directing the attention
wholly to the quality or timbre of tone used by the different pupils, it
may be observed that some use the thick voice only, some use the thin
voice, others break from the thick voice into the thin at one pitch as
they ascend, and from the thin to thick voice at a lower pitch as they
descend; and if required to sing again, may perhaps pass from one voice
to the other at different pitches. Others again may exhibit a blending
of the two voices at certain pitches. In fact, unless the degree of
power is suddenly changed, a break from the thick tone upon one note to
the thin tone upon the next note or vice versa seldom occurs.

The same illustrative tests may be applied to children of any grade, or
of any age up to the period when the voice changes, only the break will
occur lower with older pupils. Suppose, now, the teacher has obtained a
tolerably clear idea of the differences between the registers; she
should then arouse a perception