Voice teachers are divided into two general classes--those who make a
knowledge of vocal physiology the basis of teaching and those who do
not. The members of the first class follow the teachings of some one of
the scientific investigators. Each one will follow the scientist or
physiologist whose ideas most nearly coincide with his own, or which
seem most reasonable to him. In as much as the scientists have not yet
approached anything resembling an agreement, it follows that their
disciples are far from being of one mind.
The members of the second class hold that a knowledge of vocal anatomy
and physiology beyond the elements has no value in teaching, and that
the less the student thinks about mechanism the better. The scientific
voice teachers usually believe in direct control of the vocal organs.
The members of the opposite class believe in indirect control. This
establishes a permanent disagreement between the two general classes,
but the disagreement between those who believe in indirect control is
scarcely less marked. Here it is not so much a matter of how the tone is
produced, but rather the tone itself. This is due entirely to the
difference in taste among teachers. The diversity of taste regarding
tone quality is even greater than that regarding meat and drink. This
fact seems to be very generally overlooked. It is this that so mystifies
students. After studying with a teacher for one or more years they go to
another to find that he at once tries to get a different tone quality
from that of the first. When they go to the third teacher he tries for
still another quality. If they go to a half dozen teachers each one will
try to make them produce a tone differing in some degree from all of the
others. The student doubtless thinks this is due to the difference in
understanding of the voice among teachers, but this is not so. It is due
entirely to their differing tastes in tone quality. The marvelous thing
is that the voice will respond in a degree to all of these different
demands made upon it; but it forces the student to the conclusion that
voice training is an indefinite something without order, system, or
principle.
So, in studying the conditions which obtain in voice teaching at the
present time it must be admitted that the evidence of unity is slight;
and the probability of increasing it by organization or legislative
enactment is not such as to make one enthusiastic. What one believes is
very real to himself. In fact it is the only thing that seems right to
him, therefore he sees no valid reason why he should change his belief
or why others should not believe as he does. This positive element in
the human ego is advantageous at times, but it is also responsible for
all conflicts from mild disagreements to war among nations.
But arguments and battles rarely ever result in anything more than an
armed truce. Difference of opinion will continue indefinitely, but of
this we may be sure, that the solution of the vocal problem will never
come through a study of vocal mechanism however conscientious and
thorough it may be, but through a purer musical thought, a deeper
musical feeling, a clearer vision of what is cause and what is effect, a
firmer conviction of the sanctity of music, an unerring knowledge of the
relationship existing between the singer and his instrument.