t the
children have probably been sitting in their classrooms for the greater
part of the morning, and are only too glad to stand for a change. They
can sit between the songs, when finding their places, and so on.

Songs should be chosen in which the pitch is not too low. Many people
have the mistaken idea that young children cannot sing high. Listen to
their shouts in the playground, to the notes they use when calling to
each other, and this idea will soon be corrected. The lowest note in the
voice of a young child is generally E, and it can take the high F or G
quite easily.

Droners should not be allowed to sing with the rest of the class, or the
pitch will be lost at once, to say nothing of the spoiling of the
general effect.

Flat singing is often due to bad ventilation of the room, more often
still to boredom. A good plan in this case is to raise the pitch a
semitone; it is often just as easy for singing, and invariably produces
a sense of cheerfulness.

Children should never be allowed to sing loudly, especially when very
young. It is most difficult to cure the habit when once formed.
Attention should be paid to articulation from the very first. A useful
lesson is taught the class if, from time to time, half of them go to the
end of the room, and, with closed books, listen to their companions
singing a verse of a song which is new to them. The difficulty they
experience in following the words will not soon be forgotten.

Attacks should be absolutely precise. The two-and three-part
contrapuntal singing which is done in the sight-singing classes is
admirable for this, as the whole effect is blurred or entirely spoilt
in such clear-cut work by a false entry.

For all large school functions, such as a prize-giving, the songs should
be sung by heart. This is not necessary in ordinary class work, as the
aim there is to teach as many good songs as possible, in order to form a
standard of real musical literature. But at the set performance nothing
is more delightful than to see children rise, and, without any flapping
of pages, or uncomfortable attitudes for seeing the words in a book,
sing straight from their hearts. However simple the music or the words,
the effect will be well worth the little additional trouble.

Our last consideration is that of the songs to be chosen to learn.
Little children should rarely sing anything but unison songs.
Folk-songs, such as those edited by Cecil Sharp and others, and, for t