of a
sound. There are three ways by the common notation, where there should
be but one. First, by the form of the note itself, as--

[Illustration of musical note symbols]

Second, by one or more dots after a note, the first dot prolonging the
note one-half, and the second dot prolonging the first in the same
ratio. Third, by the repetition of the note with a vinculum or tie,
the second note not being sung or played. Galin uses simply a dot. It
may be repeated, as a rest or a note may, but then _its value is not
changed_, any more than in the case of notes or rests repeated. For
example:

KEY OF E.

1|3556|5.31|[7.]143|3.21|

Here are the first measures of a well-known hymn in common time,
four beats to the measure. As all isolated signs, whether notes,
prolongations or rests, fill a unit of time, or beat, it follows that
the dots following _sol_ and _mi_ prolong these through an entire
beat, for the dots are isolated signs. Whatever the time, _each unit
of it appears separate and distinct to the eye at a glance_; and all
the notes, rests or prolongations that fill a beat are always united
in a special way. This will be more fully shown hereafter.

_Third_. Elementary textbooks or methods should never present two
difficulties to the mind at the same time; and such textbooks or
methods should be an assemblage of means adapted to aid ordinary
intelligences to gain the object proposed.

The first thing that the student of music encounters is a staff of
five lines, armed with flats or sharps, the signature of the key, or
with no signature, which shows that the music upon it is in the key
of C. On this staff he sees notes which are of different pitch, and
probably of different length. In any case, there are at least three
difficulties presented in a breath--to find the name of the note,
give it its proper sound, and then its proper length; and these
difficulties are still greater because the ideas, as we have seen, are
hidden under defective symbols.

Take all the teachers of vocal music, says M. Cheve, place them upon
their honor, and let them answer the following question: "How many
readers of music can you guarantee by your method, out of a hundred
pupils taken at random and entirely ignorant of music, by one hour
of study a day during one year?" The reply, he thinks, will be: "Not
many." And if you tell them that by another method you will agree in
the same time to teach eighty in a hundred to read music