CHAPTER V

EMPIRICAL KNOWLEDGE IN MODERN VOICE CULTURE

It was pointed out in Chapter I of Part III that there is no possibility of conflict between empirical and scientific knowledge. Modern Voice Culture seems to present a direct contradiction of this statement. The vocal teacher's empirical understanding of the voice conflicts at every step with his supposedly scientific knowledge. No doubt the reader is already aware of the real meaning of this apparent contradiction. It only bears out the philosophic rule; an accepted science must be abandoned so soon as its deductions are found to be not in accord with observed facts.

Modern methods of instruction in singing can be understood only by following out this idea of conflict between known facts and accepted, though erroneous, scientific doctrines. As we have seen, the only universally accepted theory of supposedly scientific Voice Culture is the idea of direct mechanical guidance of the voice. Every vocal teacher attempts to make his empirical knowledge conform to this mechanical idea. As the empirical knowledge is correct, and the mechanical idea a complete mistake, conflict between the two is inevitable.

Every modern teacher of singing possesses in full measure the empirical understanding of the voice. To this statement hardly an exception need be made. Probably the most startling fact concerning the wide diffusion of this knowledge is that the nature of this knowledge is so thoroughly ignored. Because the psychological process is purely sub-conscious, empirical knowledge is always indirectly and generally unconsciously applied. In the teacher's mind the most prominent idea is that of mechanical vocal guidance. His attention is always directly turned to this idea. Empirical knowledge, consisting merely of a succession of auditory and muscular sensations, lurks in the background of consciousness.

To the intelligent vocal teacher there is something peculiarly fascinating about the study of tone-production. In listening to any faulty singer we feel with the utmost precision what is wrong with the voice. Each imperfect tone informs us clearly and definitely just where the wrong muscular contraction is located. It seems so easy to tell the singer what to do in order to bring the tone out perfectly. Under the influence of the mechanical idea we try to express this feeling in the terms of muscular action. This attempt is never successful; the singer cannot be brought to understand our meaning. Yet it is so clear in our own minds that our inability to express it is extremely tantalizing. We go on, constantly hoping to find a way to define the mechanical processes so clearly indicated to the ear. We always feel that we are just on the verge of the great discovery. The solution of the problem of tone-production is almost within our grasp, yet it always eludes us.

It was stated in Chapter V of Part I that empirical knowledge of the voice, based on the singer's sensations, is used to supplement and interpret the doctrines of mechanical vocal guidance. This is in the main true, so far as the vocal teacher is aware. But here again the result of the sub-conscious character of empirical knowledge of the voice is seen. As a matter of fact the real situation is the direct reverse of that described in the chapter mentioned. The mechanical doctrines are used in the attempt to interpret the empirical knowledge. This fact is well brought out in the following passage from Kofler: "The teacher must imitate the wrong muscle-action and tone of his pupil as an illustration of the negative side." (The Art of Breathing, N. Y., 1889.) Kofler does not touch on the question, how the teacher is able to locate the wrong muscle-action of the pupil. He takes this ability for granted; it is so purely an intuitive process that he does not stop to inquire into the source of this information of the pupil's vocal action. Through his sense of hearing he sub-consciously locates the faults in the pupil's tone-production. His only conscious application of this knowledge is the attempt to explain to the pupil the wrong muscle-action. This he naturally tries to do in the terms of mechanical action and muscular operation. Thus the mechanical doctrine is used in the attempt to explain the empirical knowledge. Yet the teacher is conscious only of citing the mechanical rule, and believes this to cover the entire instruction.

In the preceding chapter it was seen that the perfectly produced vocal tone may be considered in a variety of aspects. Each one of these aspects is characterized by a fairly distinct set of sympathetic sensations. Of faulty modes of throat action, as revealed by sympathetic sensations, there is an almost infinite variety. Of this wide variety of forms of throat tension the most prominent are those indicated by sets of sympathetic sensations, the direct opposites of those characterizing the perfect vocal action. Thus the open throat is indicated by one set of sympathetic sensations, the lack of this characteristic of tone by an opposite set, etc.

Whatever distinct fault of production the pupil's tone indicates, the master immediately notes the character of the faulty throat action. The master feels, simply and directly, what is wrong with the student's tone-production. Whence this knowledge comes he does not stop to inquire. Suppose the pupil to sing an exercise, and to produce tones which stick in the throat, instead of coming out freely. The master simply hears that the pupil's voice is caught in the throat; he does not observe that he is informed of this condition by muscular as well as auditory sensations.

This ignoring of the psychological nature of the impressions of tone is not necessarily detrimental to successful instruction. On the contrary, the master's empirical insight into the vocal operations of the pupil would probably not be advanced by an understanding of the psychological process. It is sufficient for the teacher's purpose to hear that the pupil's voice is caught in the throat. What robs this hearing, or feeling, of all value is this: the master attempts to interpret the sensation as an indication of the need of some specific muscular action, to be directly performed by the pupil. To this end he cites the mechanical rule, assumed to be indicated by the pupil's faulty vocal action. This may be, for example, the opening of the throat to give room for the tone to expand. It seems so perfectly simple to the teacher;—the pupil narrows his throat, and so holds in the tone; let him expand his throat and the tone will come out freely. This conclusion seems so clearly indicated by the sound of the tones that the master almost inevitably gives the precise instruction: "Open your throat and let your voice come out." This sums up, to the master's satisfaction, everything the pupil need do to correct this particular fault of tone-production.

Other sets of sympathetic sensations, awakened by badly produced tones, are interpreted in the same manner. A tone heard to be held in the back of the throat is believed to indicate the need of bringing the voice forward in the mouth. Other forms of throaty production are taken to show a lack of support, a wrong management of the breath, a need of breath-control, a misuse of nasal resonance, or an improper action of the vocal cords. In all these attempts to interpret sympathetic sensations by means of mechanical doctrines the teacher naturally relies on those doctrines in which he believes most firmly. Sympathetic sensations are indeed sometimes cited in proof of certain theories of breath-control, and also of nasal resonance. Both these topics are worthy of separate attention.

Sympathetic Sensations and Nasal Resonance

One of the most widely accepted theories of the vocal action is that the higher notes of the voice are influenced by reinforcing vibrations located in the nose and forehead. Whether this idea was derived more from direct than from sympathetic sensations need not be determined now. It is at any rate certain that a perfectly sung tone gives to the hearer the impression of nasal influence of some kind. The exact nature of this influence has never been determined. It may be air resonance, or sounding-board resonance, or both combined. Satisfactory proof on this point is lacking. In the belief of the practical teacher, however, this impression of nasal influence is the strongest argument in favor of nasal resonance.

Turning now to the question of nasal quality, strictly speaking, tones of this objectionable character always awaken the sympathetic sensations of contraction somewhere in the nose. Why such a contraction should cause this unpleasant sound of the voice is a profound mystery. Perhaps wrong tension of the soft palate exerts an influence on the actions of the vocal cords; or it may be that the form of the nasal cavities is altered by the muscular contraction. This aspect of the vocal action has never been scientifically investigated. The sympathetic sensation of nasal contraction or pinching is at any rate very pronounced. Curiously, this sympathetic sensation is cited as an argument in favor of their respective theories, by both the advocates and the opponents of nasal resonance.

Sympathetic Sensations and Breath-Control

Certain forms of exaggerated throat stiffness are frequently held to indicate the need of breath-control. The faulty vocal action in question is analyzed by the breath-control advocates substantially as follows: "Owing to the outflow of the breath not being checked at the proper point, the entire vocal mechanism is thrown out of adjustment. The singer exerts most of his efforts in the endeavor to prevent the escape of the breath; to this end he contracts his throat and stiffens his tongue and jaw. His tones are forced, harsh, and breathy; they lack musical quality. His voice runs away with him and he cannot control or manage it. In the attempt to obtain some hold on his voice he 'reaches' for his tones with his throat muscles. The more he tries to regain control of the runaway breath the worse does his state become."

This extreme condition of throat stiffness is unfortunately by no means rare. So far as concerns the sympathetic sensations awakened by this kind of singing the condition is graphically described by the breath-control advocates. But the conclusion is entirely unjustified that this condition indicates the lack of breath-control. Only the preconceived notion of breath-control leads to this inference. The sympathetic sensations indicate a state of extreme muscular tension of the throat; this is about the only possible analysis of the condition.

Empirical impressions of vocal tones determine the character of most present-day instruction in singing. This means no more than to say that throughout all vocal training the teacher listens to the pupil's voice. The impressions of tone received by the teacher's ear cannot fail to inform the teacher of the condition of the pupil's throat in producing the voice. For the teacher to seek to apply this information in imparting the correct vocal action to the pupil is inevitable.

Almost every teacher begins a course of instruction by having the pupil run through the prescribed series of mechanical exercises and rules. Breathing is always taken up first. Breath-control, laryngeal action, registers, and resonance follow usually in this order. The time devoted to this course of training may vary from a few weeks to several months. This mechanical instruction is almost always interspersed with songs and arias. The usual procedure is to devote about half of each lesson to mechanical doctrines and the remainder to real singing.

Blind faith in the efficacy of this mechanical training is the teacher's only motive in giving it. Very little attention is paid to the sound of the pupil's voice during the study of mechanical rules and doctrines. It is simply taken for granted that the voice must be put through this course. Once the mechanical course has been covered, the pupil's voice is supposed, in a vague way, to be "placed." From that time on, whether it be at the end of two months of study or of two years, the instruction is based solely on empirical impressions of tone.

Little remains to be said of the nature of this empirical instruction. It always retains the mechanical aspect. Whatever fault of production is noted, the teacher seeks to correct the fault by applying some mechanical rule. The futility of this form of instruction has already been pointed out.

Only two ways of applying empirical knowledge of the voice are known to the modern vocal teacher. These are, first, to tell the pupil to "open the throat," or to "support the tone," or to perform whatever other mechanical operation seems to be indicated as necessary by the sound of the tone; second, to bid the student to "feel that the tone is supported," to "feel that the throat is open," etc. Under these circumstances the little advantage derived from empirical knowledge in modern Voice Culture is readily understood.