a complete command of the muscles concerned,
can vocalize _all_ the air at the vocal bands. The absolute purity of
tone which is thus secured is a result that may or may not be reached in
any particular case. It depends upon the mental and physical
organization of the pupil as well as upon the method of the teacher.

Exercises which are adapted to the formation of good breathing-habits
are much more to the point in practical teaching than efforts at
explanation. Therefore, a few hints are given, which, it is hoped, may
be of practical value, for it is very important that good
breathing-habits be formed in school singing.

The change in structure which the larynx undergoes at puberty,
demolishing as it does the boy-voice, and rendering of no avail the
training of childhood in so far as it affects the larynx, does not
extend in its effects to the breathing-apparatus. So, a habit of
breath-management, good or bad, formed in school may continue through
adult life. Special breathing-exercises are sometimes recommended, but
their efficacy may be doubted, even if the length of time devoted to the
music lesson permits them. The inclination of pupils in such exercises
is to raise the chest and fill the lungs too full of air. The result is
too much air pressure at the vocal bands, and a stiffening of throat and
jaw muscles. The tone then will be loud; in fact, strong pressure of air
at the vocal bands is almost sure to force them into the fullest
vibration; that is, into the thick register, and, as a result of
contracted throat, the tone will be pinched, or throaty. It is
recognized, however, that it is just as easy to teach good habits of
breathing as bad.

This exercise may occasionally be given: The pupils first standing,
shoulders well set, but with no pushing out of chest, place hands at the
waist so that the movements of normal breathing may be felt. Now let the
pupils take a little breath _quickly_. The movement at the waist must be
outward and downward, never inward, at inspiration. The breath may be
held a few seconds by keeping the waist expanded-- keeping an imaginary
belt filled, for instance-- and then let go by relaxing at the waist.
If, however, there is any stiffening of the throat, as if it were
thought to cork up the air in the lungs, the object of the exercise, in
so far as it relates to the formation of good breathing-habits suitable
for easy vocalization, is defeated. Every teacher must use his judgment
in