OUTLINES OF A PRACTICAL METHOD OF VOICE CULTURE According to the accepted idea of Voice Culture, the word "method" is taken to mean only the plan supposedly followed for imparting a correct manner of tone-production. Owing to the prevalence of the mechanical idea, the acquirement of the correct vocal action has become so difficult as to demand almost the exclusive attention of both teachers and students. Very little time is left for other subjects of vastly more importance. Aside from the matter of tone-production, teachers do not seem to realize the importance, or even the possibility, of systematizing a course of instruction in singing. Scientific Voice Culture is inconceivable without a systematic plan of procedure. But this is not dependent on a set of rules for imparting the correct vocal action. Eliminating the idea of mechanical vocal management does not imply the abandonment of methodical instruction in singing. On the contrary, Voice Culture cannot be made truly systematic so long as it is based on an erroneous and unscientific theory of vocal management. A vocal teacher cannot perfect a system of instruction until he has done with the mechanical idea. Then he will find himself to be in possession of all the materials of a sound practical method. Most important of the materials of a practical method is a comprehensive repertoire of vocal music. Every teacher should have at his command a wide range of compositions in every form available for the voice. This should include simple exercises, vocalises with and without words, songs of every description, arias of the lyric, dramatic, and coloratura type, and recitatives, as well as concerted numbers of every description. All these compositions should be graded, according to the difficulties they present, both technical in the vocal sense, and musical. For every stage of a pupil's progress the teacher should know exactly what composition to assign for study. Every composition used in instruction, be it simple exercise or elaborate aria, should be first of all melodious. For the normally gifted student the sense of melody and the love of singing are almost synonymous. Next to the physical endowments of voice and ear the sense of melody is the vocal student's most important gift. This feeling for melody should be appealed to at every instant. Students should not be permitted to sing anything in a mechanical fashion. Broken scales, "five finger exercises," and mechanical drills of every kind, are altogether objectionable. They blunt the sense of melody, and at the same time they tend to induce throat stiffness. Beauty of tone and of melody should always be the guiding principle in the practice of singing.