this matter of breath-management in singing. If pupils are, unguided,
using correct, easy methods, there is then no need to interfere. If some
are inclined to take too much breath and lift the shoulders, a few hints
may put them on the right track. _Loud singing and had breathing-habits
go together._ If the first is desired, the lungs must work at full
capacity, and hard blowing from the lungs forces the voice. On the
contrary, soft singing promotes quiet habits of breathing; and, if the
pressure of air at the larynx is moderate, soft tone is possible. If
thin, soft singing alone be allowed, quiet deep breathing will be
practiced instinctively.

The easy control of the muscles whose relaxation permits the exhalation
of air from the lungs is, as already said, gained by their proper
exercise in speaking and singing, for the same mechanism is called into
operation in speech as in song. In childhood the lungs can neither hold
as much, nor retain it so long and easily as in adult life.

There is no better way, perhaps, to acquire the ability to regulate the
air-pressure at the vocal bands than by soft, sustained singing. The
"continuous tone" described in a preceding chapter, secured in scale
drill by letting each child breathe at will, is an excellent exercise
for developing good breathing-habits. As there is no nervous tension
whatever, each pupil will naturally sustain tone until the need of
another breath is felt, when it will be taken quickly and the tone at
once resumed.

To sum up: Sit or stand in good position, the chest neither pushed out
nor in a state of collapse. Avoid any, even the slightest, upward
movement of the shoulders. Point out the movements at waist occurring at
inspiration and at expiration if necessary, not otherwise. Let the
breath be taken quickly, not too much at a time, and as often as need
be, and sing softly.

_Attack._

The beginning of each tone is called attack. The common faults of attack
in class-singing are sliding to the pitch instead of striking it
accurately, and beginning to sing with the mouth still closed, or only
partly open. When the attack presents the combined effects of these two
common habits, a quite realistic caterwaul is the result.

Both faults may be generally overcome or prevented by calling attention
to them. Good mental attention is the most infallible cure for slovenly
habits of attack. It may be that there are in all schools a certain
proportion of the pupil