moving it from note to
note, ascend and descend the scale, the class singing a continuous tone
upon some vowel, _o_ for instance. The pointer should be passed from
note to note in such a manner that the eye can easily follow it. If the
notes are indicated to the class by a series of dabs at the chart or
blackboard, the pointer each time being carried away from the note
several inches, and then aimed at the next note and so on, the eye
becomes weary in trying to follow its movements, and the mental energy
of the pupils, which should be concentrated upon tone, is wasted in
watching the gyrations of the pointer. If, on the other hand, the
pointer is made to glide from note to note, passing very quickly over
intervening spaces, then the eye is not wearied in trying to follow it.
These directions may seem pretty trivial, but practical experience has
proved their importance. The vowel _o_ is suggested because it has been
found easier to secure the use of the head-register with this vowel than
with _ah_, when it is sought to break up the habit of singing loudly and
coarsely.

The term continuous tone used to describe the style of singing desired
is meant literally. If the class in this scale-drill all stop and take
breath at the same time, making frequent breaks in the continuity of the
tone, there will be found with each new attack a tendency to increase in
volume of sound. For certain reasons, which will be explained in the
chapter on breath-management, the attack of tone will become more and
more explosive, demanding constant repression. This irritating tendency
may, in a short time, be almost entirely overcome, if, instead of
letting the class take breath and attack simultaneously, each pupil is
told to take breath only when he or she is obliged to, and then at once
and softly to join again with the others. This will effect the
continuous tone, useful not alone as a corrective for the tendencies to
loud singing, but also to establish good breathing-habits.

This same swift, silent breath-taking and succeeding soft attack of tone
must be insisted upon in _all_ school singing.

The exercise already suggested is slow singing or rapid singing of the
scale with the vowel _o_ softly, and with continuous tones. Other simple
exercises are obtained by repetitions of the following exercise figures
at higher or lower pitches throughout an entire scale, or parts of a
scale, ascending and descending progressively:

[Transcriber'