The Psychology of Singing Part 17

Probably the old masters treated the precepts about in this fashion.

CHAPTER VII

THE DISAPPEARANCE OF THE OLD ITALIAN METHOD AND THE DEVELOPMENT OF MECHANICAL INSTRUCTION

One of the most mysterious facts in the history of Voice Culture is the utter disappearance of the old Italian method. This has occurred in spite of the earnest efforts of vocal teachers to preserve the old traditions. If the conclusions drawn in the preceding chapter are justified, the old method consisted of a system of teaching singing by imitation. a.s.suming this to be true, there should now be no difficulty in accounting for the disappearance of the imitative method by tracing the development of the mechanical idea.

Imitative Voice Culture was purely empirical in the ordinary meaning of this word. The old masters did not knowingly base their instruction on any set of principles. They simply taught as their instincts prompted them. There can now be no doubt that the old masters were fully justified in their empiricism. They taught singing as Nature intends it to be taught. But the old masters were not aware of the scientific soundness of their position. So soon as the correctness of empirical teaching was questioned they abandoned it without an attempt at defense.

As a system of Voice Culture, the old method occupied a weak strategic position. With absolute right on its side, it still had no power of resistance against hostile influences.

This does not imply that the old masters were ignorant men. On the contrary, the intellectual standard of the vocal profession seems to have been fully as high two hundred years ago as to-day. Even famous composers and musical theorists did not disdain to teach singing. But this very fact, the generally high culture of the old masters, was an important factor in the weakness of the old method against attack. The most intelligent masters were the ones most likely to abandon the empirical system in favor of supposedly scientific and precise methods of instruction.

The hostile influence to which the old Italian method succ.u.mbed was the idea of mechanical vocal management. This idea entered almost imperceptibly into the minds of vocal teachers in the guise of a scientific theory of Voice Culture. A short historical sketch will bring this fact out clearly. This necessitates a repet.i.tion of some of the material of Chapter I of Part I; the entire subject will however appear in a new light now that the true nature of the mechanical idea is understood.

From the founding of the art of Voice Culture, about 1600, up to 1741, no vocalist seems to have paid any attention to the anatomy or muscular movements of the vocal organs. In 1741 a French physician, Ferrein, presented to the Academy of Sciences a treatise on the anatomy of the vocal organs, ent.i.tled "De la Formation de la Voix de l'Homme." This treatise was published in the same year, and it seems to have attracted at once the attention of the most enlightened masters of singing. That Ferrein was the first to call the attention of vocalists to the mechanical features of tone-production is strongly indicated in the German translation of Tosi's "Observations." In the original Italian edition, 1723, and the English translation, 1742, there is absolutely no mention of the anatomy or physiology of the vocal organs. But in preparing the German edition, published in 1757, the translator, J. F.

Agricola, inserted a description of the vocal organs which he credited directly to Ferrein.

Mancini followed Agricola's example, and included in this "Riflessioni"

(1776) a brief description of the vocal organs. But Mancini made no attempt to apply this description in formulating a system of instruction. He recommends the parents of a prospective singer to ascertain, by a physician's examination, that the child's vocal organs are normal and in good health. He also gives one mechanical rule, so obvious as to seem rather quaint. "Every singer must place his mouth in a natural smiling position, that is, with the upper teeth perpendicularly and moderately removed from the lower." Beyond this Mancini says not a word of mechanical vocal management. There is no mention of breathing, or tone reflection, or laryngeal action. Although Mancini borrowed his description of the vocal organs from Ferrein, his notion of the mechanics of tone-production was very crude. "The air of the lungs operates on the larynx in singing exactly as it operates on the head of the flute."

Voice Culture has pa.s.sed through three successive periods. From 1600 to 1741 instruction in singing was purely empirical. Ferrein's treatise may be said to mark the beginning of a transition period during which empirical instruction was gradually displaced by so-called scientific methods. This transition period lasted, roughly speaking, till the invention of the laryngoscope in 1855. Since that time vocal instruction has been carried on almost exclusively along mechanical lines.

No vocal teacher had ever heard of a problem of tone-production previous to 1741, and indeed for many years thereafter. The earlier masters were not aware of any possibility of difficulty in causing the voice to operate properly. Their success justified their ignoring of any mechanical basis of instruction; but even of this justification the later masters of the old school were only dimly conscious. They builded better than they knew. When any teacher of the transition period was called upon to explain his manner of imparting the correct vocal action he was at once put on the defensive. No champion of the imitative faculty could be found. This lack of understanding of the basis of the empirical method, on the part of its most intelligent and successful exponents, was the first cause of the weakness of this method against attack.

Another source of weakness in the hold of empirical systems on the vocal profession was seen in the generally high intellectual standard of the more prominent teachers. These masters gladly accepted the new knowledge of the basis of their art, offered them in the description of the vocal organs. Thoroughly conversant with every detail of the empirical knowledge of the voice, the masters of the transition period were well prepared to understand something of the mechanical features of tone-production. By their auditory and muscular sensations of vocal tone they were able, to their own satisfaction at least, to verify the statements of the anatomists.

It is not easy for us to put ourselves mentally in the position of a vocalist, thoroughly familiar with the empirical knowledge of the voice, and yet ignorant of the first principles of vocal mechanics. In all probability the early masters were not even aware that tone is produced by the action of the breath on the larynx. They did not know that different qualities and pitches result from special adjustments and contractions of the throat muscles. Yet they were keenly aware of all the muscular sensations resulting from these contractions. We can well imagine how interesting these vocalists of the early transition period must have found the description of the cartilages and muscles of the throat.

It seems to us but a short step from the study of vocal mechanics to the application of the results of this study in the formulating of a practical system of vocal instruction. Yet it required more than sixty years for the vocal profession to travel so far. Even then the true bearing of this development of Voice Culture was but dimly realized. In 1800 the mechanical management of the voice was not even thought of.

This is conclusively proved by a most important work, the _Methode de Chant du Conservatoire de Musique_, published in Paris in 1803.

There can be no question that this Methode represents the most enlightened and advanced thought of the vocal profession of that day.

Not only does it contain everything then known about the training of the voice; it was drawn up with the same exhaustive care and a.n.a.lytical attention to detail that were devoted to the formulation of the metric system. To mechanical rules less than one page is devoted. Respiration is the only subject to receive more than a few lines. A system of breathing with flat abdomen and high chest is outlined, and the student is instructed to practise breathing exercises daily. Five lines are contained in the chapter headed "De l'emission du son," and these five lines are simply a warning against throaty and nasal _quality_. The pupil is told to stand erect, and to open the mouth properly. But a foot-note is given to the rule for the position of the mouth which shows how thoroughly the mechanical rule was subordinated to considerations of tone quality. "As there is no rule without exceptions, we think it useful to observe at what opening of the mouth the pupil produces the most agreeable, sonorous, and pure quality of tone in order to have him always open the mouth in that manner." In the main the Methode outlines a purely empirical system of instruction, based on the guidance of the voice by the ear. There can be no question that the idea of mechanical management of the voice was introduced later than 1803.

Citations might be made to show the gradual advance of the mechanical idea from two interesting works, _Die Kunst des Gesanges_, by Adolph B.

Marx, Berlin, 1826, and _Die grosse italienische Gesangschule_, by H. F.

Mannstein, Dresden, 1834. But this is not necessary. It is enough to say that Scientific Voice Culture was not generally thought to be identical with mechanical vocal management until later than 1855.

Manuel Garcia was the first vocal teacher to undertake to found a practical method of instruction on the mechanical principles of the vocal action. When only twenty-seven years old, in 1832, Garcia determined to reform the practices of Voice Culture by furnishing an improved method of instruction. (_Grove's Dictionary._) His first definite p.r.o.nouncement of this purpose is contained in the preface to his _ecole de Garcia_, 1847. "As all the effects of song are, in the last a.n.a.lysis, the product of the vocal organs, I have submitted the study to physiological considerations." This statement of Garcia's idea of scientific instruction strikes us as a commonplace. But that serves only to prove how thoroughly the world has since been converted to the idea of mechanical Voice Culture. At that time it was generally believed to be a distinct advance. Garcia expected to bring about a great improvement in the art of Voice Culture. His idea was that the voice can be trained in less time and with greater certainty by mechanical than by imitative methods. As for the inherent falsity of this idea, that has been sufficiently exposed.

So soon as the theory of mechanical vocal management began to find acceptance, the old method yielded the ground to the new idea. That this occurred so easily was due to a number of causes. Of these several have already been noted,--the readiness of the most prominent teachers to broaden their field of knowledge, in particular. Other causes contributing to the acceptance of the mechanical idea were the elusive character of empirical knowledge of the voice, and the unconscious aspect of the instinct of vocal imitation. No master of the later transition period deliberately discarded his empirical knowledge. This could have been possible only by the master losing his sense of hearing.

Neither did the master cease to rely on the imitative faculty. Although unconsciously exercised, that was a habit too firmly fixed to be even intentionally abandoned.

Public opinion also had much to do with the spread of the mechanical idea. Teachers found that they could get pupils easier by claiming to understand the mechanical workings of the voice. In order to obtain recognition, teachers were obliged to study vocal mechanics and to adapt their methods to the growing demand for scientific instruction.

No master of this period seems to have intentionally abandoned the traditional method. Their first purpose in adopting the new scientific idea was to elucidate and fortify the old method. Every successful master undoubtedly taught many pupils who in their turn became teachers.

There must have been, in each succession of master and pupil, one teacher who failed to transmit the old method in its entirety. Both master and pupil must have been unconscious of this. No master can be believed to have deliberately withheld any of his knowledge from his pupils. Neither can any student have been aware that he failed to receive his master's complete method.

Let us consider a typical instance of master and pupil in the later transition period. Instruction in this case was probably of a dual character. Both teacher and pupil devoted most of their attention to the mechanical features of tone-production. Yet the master continued to listen closely to the student's voice, just as he had done before adopting the (supposedly) scientific idea of instruction. Unconsciously he led the pupil to listen and imitate. When the student found it difficult to apply the mechanical instruction the master would say, "Listen to me and do as I do." Naturally this would bring the desired result. Yet both master and pupil would attribute the result to the application of the mechanical rule. The student's voice would be successfully trained, but he would carry away an erroneous idea of the means by which this was accomplished. Becoming a teacher in his turn, the vocalist taught in this fashion would entirely overlook the un.o.btrusive element of imitation and would devote himself to mechanical instruction. He would, for example, construe the precept, "Sing with open throat," as a rule to be directly applied; that he had acquired the open throat by imitating his master's tones this teacher would be utterly unaware.

More than one generation of master and pupil was probably concerned, in each succession, in the gradual loss of the substance of the old method.

The possibility of learning to sing by imitation was only gradually lost to sight. This is well expressed by Paolo Guetta. "The aphorism 'listen and imitate,' which was the device of the ancient school, coming down by way of tradition, underwent the fate of all sane precepts pa.s.sed along from generation to generation. Through elimination and individual adaptation, through a.s.suming the personal imprint, it degenerated into a purely empirical formula." (_Il Canto nel suo Mecanismo_, Milan, 1902.)

Guetta is himself evidently at a loss to grasp the significance of the empirical formula, "Listen and imitate." He seems however to be aware of an antagonism between imitation and mechanical vocal management. The reason of this antagonism has already been noticed, but it will bear repet.i.tion. For a teacher to tell a pupil to "hold your throat open and imitate my tone," is to demand the impossible. A conscious effort directly to hold the throat open only causes the throat to stiffen. In this condition the normal action of the voice is upset and the pupil cannot imitate the teacher's voice.

This was the condition confronting the teacher of the second generation in the "maestral succession" just considered. He found his pupils unable to get with their voices the results which had come easily to him.

Attributing his satisfactory progress as a student to the mastery of the supposed mechanical principles of tone-production, this teacher ascribed his pupil's difficulties to their failure to grasp the same mechanical ideas. As a natural consequence he labored even more energetically along mechanical lines. Curiously, no teacher seems to have questioned the soundness of the mechanical idea. Failure on the part of the pupil to obtain the correct use of the voice served only to make the master more insistent on mechanical exercises.

In direct proportion to the prominence given to the idea of mechanical management of the voice, the difficulties of teachers and students became ever more p.r.o.nounced. The trouble caused by throat stiffness led the teachers to seek new means for imparting the correct vocal action, always along mechanical lines. In this way the progress of the mechanical idea was accelerated, and the problem of tone-production received ever more attention.

Faith in the imitative faculty was gradually undermined by the progress of the mechanical idea. With each succeeding generation of master and pupil, the mechanical idea became more firmly established. Something akin to a vicious circle was involved in this progress. As attention was paid in practical instruction to the mechanical operations of the voice, so the voice's instinctive power of imitation was curtailed by throat stiffness. This served to make more pressing the apparent need of means for the mechanical management of the voice. Thus the mechanical idea found ever new arguments in its favor, based always on the difficulties itself had caused.

It is impossible to a.s.sign a precise date to the disappearance of the old Italian method. The last exponent of the old traditions was Francesco Lamperti, who retired from active teaching in 1876. Yet even Lamperti finally yielded, in theory at least, to the mechanical idea. In the closing years of his active life as a teacher (1875 and 1876), Lamperti wrote a book descriptive of his method, _A Treatise on the Art of Singing_ (translated into English by J. C. Griffith and published by Ed. Schuberth & Co., New York). When this work was about ready for the press, Lamperti read Dr. Mandl's _Gesundheitslehre der Stimme_, containing the first definite statement of the opposed-muscular-action theory of breath-control. At the last moment Lamperti inserted a note in his book to signify his acceptance of this theory.

Vocal mechanics was at first studied by teachers of singing as a matter of purely academic interest. No insufficiency of imitative teaching had ever been felt. Teachers of the transition period, even so late probably as 1830, had in most cases no reason to be dissatisfied with their methods of instruction. Garcia himself started out modestly enough to place the traditional method, received from his father, on a definite basis. His first idea, announced in the preface to the first edition of his _ecole de Garcia_, was to "reproduce my father's method, attempting only to give it a more theoretical form, and to connect results with causes."

Interest in the mechanics of the voice continued to be almost entirely academic until the invention of the laryngoscope in 1855. Then the popular note was struck. The marvelous industrial and scientific progress of the preceding fifty years had prepared the world to demand advancement in methods of teaching singing, as in everything else. When the secrets of the vocal action were laid bare, a new and better method of teaching singing was at once expected. Within very few years scientific knowledge of the voice was demanded of every vocal teacher.

Nothing could well be more natural than a belief in the efficacy of scientific knowledge of the vocal organs as the basis of instruction in singing. Surely no earnest investigator of the voice can be criticized for adopting this belief. No one ever thought of questioning the soundness of the new scientific idea. The belief was everywhere accepted, as a matter of course, that methods of instruction in singing were about to be vastly improved. Vocal theorists spoke confidently of discovering means for training the voice in a few months of study. The singer's education under the old system had demanded from four to seven years; science was expected to revolutionize this, and to accomplish in months what had formerly required years.

Even then tone-production was not seen to be a distinct problem. The old imitative method was still successfully followed. No one thought of discarding the traditional method, but only of improving it by reducing it to scientific principles. But that could not last. Soon after the attempt began to be made to manage the voice mechanically, tone-production was found to contain a real problem. This was of course due to the introduction of throat stiffness.

From that time on (about 1860 to 1865), the problem of tone-production has become steadily more difficult of solution in each individual case.

This problem has been, since 1865, the one absorbing topic of Voice Culture. Probably the most unfortunate single fact in the history of Voice Culture is that scientific study of the voice was from the beginning confined solely to the mechanical features of tone-production.

Had scientific investigators turned their attention also to the a.n.a.lysis of the auditory impressions of vocal tones, and to the psychological aspect of tone-production, scientific instruction in singing would probably not have been identified with mechanical management of the voice. All the subsequent difficulties of the vocal profession would almost certainly have been avoided.

Every attempt at a solution of the problem of tone-production has been made along strictly mechanical lines. Attention has been devoted solely to the anatomy and physiology of the vocal organs, and to the acoustic principles of the vocal action. Since 1865 hardly a year has pa.s.sed without some important contribution to the sum of knowledge of the vocal mechanism. For many years this development of Vocal Science was eagerly followed by the vocal teachers. Any seemingly authoritative announcement of a new theory of the voice was sure to bring its reward in an immediate influx of earnest students. Prominent teachers made it their practice to spend their vacations in studying with the famous specialists and investigators. Each new theory of the vocal action was at once put into practice, or at any rate this attempt was made. Yet each new attempt brought only a fresh disappointment. The mystery of the voice was only deepened with each successive failure at solution.

A review in detail of the development of Vocal Science would be of only academic interest. Very little of practical moment would probably be added to the outline of modern methods contained in Part I.

Teachers of singing at present evince an att.i.tude of skepticism toward new theories of the vocal action. Voice Culture has settled along well-established lines. In the past fifteen years little change can be noted in the practices of vocal teachers. The mechanical idea is so firmly established that no question is ever raised as to its scientific soundness. Under the limitations imposed by this erroneous idea, teachers do their best to train the voices entrusted to their care.

Vocal Science is of vastly less importance in modern Voice Culture than the world in general supposes. Only an imaginary relation has ever existed between the scientific knowledge of the voice and practical methods of instruction. To cause the summits of the arytenoid cartilages, for example, to incline toward each other is entirely beyond the direct power of the singer. How many similar impossibilities have been seriously advocated can be known only to the academic student of Vocal Science. Vocal teachers in general have ceased to attempt any such application of the doctrines of Vocal Science. Even if these doctrines could be shown to be scientifically sound it would still be impossible to devise means for applying them to the management of the voice.

Accepted Vocal Science has contributed only one element of the practical scheme of modern voice culture; this is the erroneous notion that the vocal organs require to be managed mechanically.

CHAPTER VIII

THE MATERIALS OF RATIONAL INSTRUCTION IN SINGING

Practical methods of instruction in singing may be judged by their results fully as well as by a scientific a.n.a.lysis of their basic principles. If the progress of the art of singing in the past fifty years has been commensurate with the amount of study devoted to the operations of the vocal mechanism, then the value of present methods is established. Otherwise the need is proved for some reform in the present system of training voices. Judged by this standard modern methods are not found to be satisfactory. There has been no progress in the art of singing; exactly the contrary is the case. A prominent vocalist goes so far as to say that "vocal insufficiency and decay are prevalent." (_The Singing of the Future_, D. Frangcon-Davies, M.A., 1906.) It is perhaps an exaggeration of the condition to call it "insufficiency and decay."

Yet a gradual decline in the art of singing must be apparent to any lover of the art who has listened to most of the famous singers of the past twenty or twenty-five years. Operatic performance has been improved in every other respect, but pure singing, the perfection of the vocal art, has become almost a rarity. This is true not only of coloratura singing; it applies with almost equal force to the use of the singing voice for the purpose of dramatic and emotional expression.