Tonic Sol-Fa

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<noscript class='static-content'> <style scope="icon-
hamburger-1">.icon-hamburger-1 svg.icon-hamburger {
display: block;
}
.icon-hamburger-1 .fill-color.icon-hamburger {
fill: #fff;
}</style><style scope="login-
button-1">.login-button-1 .dropdown-toggle.login-button {
display: block;
height: 4rem;
font-size: 1.6rem;
text-transform: uppercase;
text-decoration: none;
color: #ccc;
cursor: pointer;
}
.login-button-1 .dropdown-toggle.login-button .fill-color.login-button {

fill: #999;
}
.login-button-1 .dropdown-toggle.login-button:active .fill-color.login-

button,.login-button-1 .dropdown-toggle.login-button:focus .fill-color.login-
button,.login-button-1 .dropdown-toggle.login-button:hover .fill-color.login-button
{
fill: #fff;
}
.login-button-1 .active.login-button {
border-radius: 1rem 1rem 0 0;
background: #333;
}
.login-button-1 .active.login-button .fill-color.login-button {

fill: #fff;
}
.login-button-1 span.login-button {
display: none;
font-size: 1.4rem;
color: #999;
}
.login-button-1 span.login-button a.login-button {

color: inherit;
}
.login-button-1 a.login-button:hover,.login-button-1 a.login-

button:active,.login-button-1 a.login-button:focus {
color: #fff;
}
@media (min-width: 890px) {

.login-button-1 .logged-out-toolbar.login-button {
transform: translateY(-.5rem);
}
.login-button-1 .active.login-button {
background: transparent;
}
.login-button-1 .dropdown-toggle.login-button {
display: inline-block;
vertical-align: middle;
}
.login-button-1 span.login-button {
display: inline;
}
}</style><style scope="nav-search-

1">.nav-search-1 input.nav-search:focus {
outline: none;
}
.nav-search-1 button.nav-search {
background: none;
color: inherit;
border: none;
font: inherit;
cursor: pointer;
}
.nav-search-1 button.nav-search:focus {
outline: none;
}
.nav-search-1 .search.nav-search {
padding-top: 0;
margin-right: .5rem;
}
.nav-search-1 .search.nav-search svg.nav-search {

position: relative;
top: -5px;
right: -3px;
fill:;
}
.nav-search-1 .search-activated.nav-search {
display: -webkit-box;
display: -ms-flexbox;
display: flex;
position: absolute;
top: 0;
right: 5rem;
bottom: 0;
left: 5rem;
z-index: 3;
padding: 0.5rem 0.2rem;
background: #333;
}
.nav-search-1 .search-inactive.nav-search {
display: none;
}
.nav-search-1 .search-activated.nav-search .highlight.nav-search,.nav-search-

1 .search-activated.nav-search .search.nav-search {
background: #fff;
border-radius: 0.5rem;
}
.nav-search-1 .search-activated.nav-search .highlight.nav-search {
display: flex;
width: 100%;
margin: 0 .5rem;
}
.nav-search-1 .search-activated.nav-search .search.nav-search {

height: 100%;
padding: 0;
margin-right: 0;
-ms-flex-item-align: center;
-ms-grid-row-align: center;
align-self: center;
}
.nav-search-1 .search-activated.nav-search .search-field.nav-search {

width: 100%;
height: 100%;
box-sizing: border-box;
padding-left: 1rem;
border-radius: 0.5rem;
border: none;
font-size: 1.6rem;
text-align: center;
}
.nav-search-1 .search-activated.nav-search .search-field.nav-search:focus {

outline: none;
}
@keyframes fade-in-nav-search-1 {
0% {
opacity: 0;
}
100% {
opacity: 1;
}
.nav-search-1 .fade-in.nav-search {
animation: fade-in-nav-search-1 .2s forwards;
}

.nav-search-1 .search.nav-search svg.nav-search {
display: inline;
width: 28px;
height: 28px;
vertical-align: -14px;
}
.nav-search-1 .search.nav-search path.nav-search {

fill: #333;
}
.nav-search-1 .search-inactive.nav-search,.nav-search-1 .search-
activated.nav-search {
display: block;
position: static;
padding: 1.2rem .2rem;
}
.nav-search-1 .search-activated.nav-search .highlight.nav-search {

width: 13rem;
height: 2.8rem;
-webkit-box-orient: horizontal;
-webkit-box-direction: reverse;
-ms-flex-direction: row-reverse;
flex-direction: row-reverse;
}
.nav-search-1 .search-activated.nav-search .search-field.nav-search {

width: calc(100% - 28px);
height: 100%;
padding-left: 0;
font-size: 1.4rem;
text-align: left;
}
.nav-search-1 .search-activated.nav-search .search.nav-search svg.nav-search

{
width: 28px;
height: 28px;
}
}</style><style scope="media-

button-1">.media-button-1 a.media-button {
}
.media-button-1 .menu-item.media-button {
display: inline-flex;
width: 100%;
padding: 0;
font-size: 1.6rem;
text-align: left;
-webkit-box-align: center;
-ms-flex-align: center;
align-items: center;
}
.media-button-1 .menu-item.media-button:focus {
outline: none;
}
.media-button-1 .label.media-button {
padding: 0;
font-weight: 400;
color: #fff;
text-align: left;
}
.media-button-1 .menu-item.media-button > .icon.media-button {

display: inline-flex;
width: 42px;
height: 42px;
-webkit-box-pack: center;
-ms-flex-pack: center;
justify-content: center;
}
.media-button-1 .menu-item.selected.media-button .icon.media-button {

background-color: #333;
border-radius: 1rem 0 0 1rem;
}
.media-button-1 .icon.media-button .fill-color.media-button {

fill: #999;
}
.media-button-1 .icon.active.media-button .fill-color.media-button {

fill: #fff;
}
.media-button-1 .donate.media-button .fill-color.media-button {

fill: #f00;
}

.media-button-1 .menu-item.media-button {
width: auto;
height: 5rem;
color: #999;
}
.media-button-1 .menu-item.media-button:hover,.media-button-1 .menu-

item.media-button:active,.media-button-1 .menu-item.media-button:focus {
color: #fff;
}
.media-button-1 .menu-item.media-button:hover .fill-color.media-

button,.media-button-1 .menu-item.media-button:active .fill-color.media-
button,.media-button-1 .menu-item.media-button:focus .fill-color.media-button {
fill: #fff;
}
.media-button-1 .label.media-button {
display: none;
}
.media-button-1 .label.media-button,.media-button-1 .web.media-button:after {

padding-right: 1rem;
font-size: 1.3rem;
color: inherit;
}
.media-button-1 .web.media-button:after {
display: none;
content: "web";
}
.media-button-1 .donate.media-button,.media-button-1 .more.media-button {

display: none;
}
.media-button-1 .menu-item.selected.media-button {
background: #474747;
}
.media-button-1 .menu-item.selected.media-button .label.media-button,.media-

button-1 .menu-item.selected.web.media-button:after {
color: #fff;
}
.media-button-1 .menu-item.selected.media-button .icon.media-button {

}
.media-button-1 .web.selected.media-button .fill-color.media-button {

fill: #ffcd27;
}
.media-button-1 .texts.selected.media-button .fill-color.media-button {

fill: #faab3c;
}
.media-button-1 .video.selected.media-button .fill-color.media-button {

fill: #f1644b;
}
.media-button-1 .audio.selected.media-button .fill-color.media-button {

fill: #00adef;
}
.media-button-1 .software.selected.media-button .fill-color.media-button {

fill: #9ecc4f;
}
.media-button-1 .images.selected.media-button .fill-color.media-button {

fill: #aa99c9;
}

.media-button-1 .label.media-button,.media-button-1 .web.media-button:after {
display: inline;
}
.media-button-1 .web.media-button .label.media-button {

display: none;
}
}</style><style scope="media-menu-
1">.media-menu-1 {
outline: none;
}
.media-menu-1 .media-menu.media-menu {
position: absolute;
z-index: -1;
top: -100vh;
width: 100%;
margin: 0;
overflow: hidden;
}
.media-menu-1 .media-menu.tx-slide.media-menu {
transition-property: top;
transition-duration: 0.2s;
transition-timing-function: ease;
}
.media-menu-1 .media-menu.tx-slide.open.media-menu {
top: 100%;
}
.media-menu-1 .media-menu.tx-slide.closed.media-menu {
top: -100vh;
}
.media-menu-1 .media-menu.tx-slide.closed.media-menu {
}
.media-menu-1 .menu-group.media-menu {
position: relative;
line-height: normal;
}

.media-menu-1 .media-menu.media-menu {
position: static;
width: auto;
height: 5rem;
}
.media-menu-1 .media-menu.tx-slide.media-menu {
transition-property: none;
}
.media-menu-1 .media-menu.tx-slide.open.media-menu,.media-menu-1 .media-

menu.tx-slide.closed.media-menu {
top: 0;
}
.media-menu-1 .menu-group.media-menu {
font-size: 0;
}
}</style><style scope="primary-nav-
1">.primary-nav-1 button.primary-nav:focus,.primary-nav-1 a.primary-
nav:focus,.primary-nav-1 input.primary-nav:focus {
outline: none;
}
.primary-nav-1 nav.primary-nav {
position: relative;
display: -ms-grid;
display: grid;
height: 4rem;
grid-template-areas: "hamburger empty search user";
-ms-grid-columns: 4rem minmax(1rem, 100%) 4.3rem 5rem;
grid-template-columns: 4rem auto 4.3rem 5rem;
-ms-grid-rows: 100%;
grid-template-rows: 100%;
background: #222;
border-bottom: 1px solid #333;
}
.primary-nav-1 button.primary-nav {
background: none;
color: inherit;
border: none;
font: inherit;
cursor: pointer;
}
.primary-nav-1 .link-home.primary-nav {
position: absolute;
top: 50%;
left: 50%;
z-index: 2;
-webkit-transform: translate(-50%, -50%);
-ms-transform: translate(-50%, -50%);
transform: translate(-50%, -50%);
}
.primary-nav-1 media-menu.primary-nav {
grid-column-start: hamburger-start;
grid-column-end: user-end;
}
.primary-nav-1 .ia-logo.primary-nav {
display: block;
}
.primary-nav-1 .ia-wordmark.primary-nav {
display: none;
}
.primary-nav-1 .hamburger.primary-nav {
-ms-grid-row: 1;
-ms-grid-column: 1;
grid-area: hamburger;
padding: 0;
}
.primary-nav-1 .search-trigger.primary-nav {
-ms-grid-row: 1;
-ms-grid-column: 3;
grid-area: search;
position: relative;
padding: 0;
z-index: 1;
width: 100%;
text-align: right;
}
.primary-nav-1 .search-trigger.primary-nav .fill-color.primary-nav {

fill: #999;
}
.primary-nav-1 .search-activated.primary-nav {
position: relative;
z-index: 3;
}
.primary-nav-1 .upload.primary-nav {
display: none;
}
.primary-nav-1 .upload.primary-nav span.primary-nav {

display: none;
}
.primary-nav-1 .user-info.primary-nav {
-ms-grid-row: 1;
-ms-grid-column: 4;
grid-area: user;
-ms-grid-row-align: stretch;
align-self: stretch;
-ms-grid-column-align: end;
justify-self: end;
}
.primary-nav-1 .username.primary-nav {
display: none;
font-size: 1.3rem;
}
.primary-nav-1 .user-menu.primary-nav {
height: 100%;
padding: .5rem 1rem;
color: #999;
}
.primary-nav-1 .user-menu.primary-nav:hover {
color: #fff;
}
.primary-nav-1 .user-menu.active.primary-nav {
background: #333;
}
.primary-nav-1 .user-menu.primary-nav img.primary-nav {

display: block;
width: 30px;
height: 30px;
}

.primary-nav-1 {
;
}
.primary-nav-1 nav.primary-nav {
display: block;
z-index: 2;
height: 5rem;
padding-right: 1.5rem;
}
.primary-nav-1 .link-home.primary-nav {
position: static;
float: left;
margin-top: 1rem;
padding: 0 10px 0 13px;
-webkit-transform: translate(0, 0);
-ms-transform: translate(0, 0);
transform: translate(0, 0);
}
.primary-nav-1 .ia-logo.primary-nav,.primary-nav-1 .ia-wordmark.primary-nav {

}
.primary-nav-1 .ia-wordmark.primary-nav {
margin-left: 1rem;
}
.primary-nav-1 .hamburger.primary-nav,.primary-nav-1 .search-trigger.primary-

nav {
display: none;
}
.primary-nav-1 .user-info.primary-nav {
float: right;
padding-top: 1rem;
}
.primary-nav-1 .user-menu.primary-nav {
padding-top: 0;
}
.primary-nav-1 .user-menu.active.primary-nav {
}
.primary-nav-1 .user-menu.primary-nav img.primary-nav {
}
.primary-nav-1 .upload.primary-nav {
display: block;
float: right;
margin-top: 1rem;
font-size: 1.4rem;
color: #999;
}
.primary-nav-1 .upload.primary-nav:active,.primary-nav-1 .upload.primary-

nav:focus,.primary-nav-1 .upload.primary-nav:hover {
color: #fff;
}
.primary-nav-1 .upload.primary-nav svg.primary-nav {

width: 32px;
height: 32px;
fill: #999;
}
.primary-nav-1 .upload.primary-nav:hover svg.primary-nav,.primary-nav-

1 .upload.primary-nav:focus svg.primary-nav,.primary-nav-1 .upload.primary-
nav:active svg.primary-nav {
fill: #fff;
}
.primary-nav-1 nav-search.primary-nav {
float: right;
margin-left: 1rem;
}
.primary-nav-1 login-button.primary-nav {
display: block;
margin-right: 1rem;
}

.primary-nav-1 .username.primary-nav {
}
.primary-nav-1 .upload.primary-nav span.primary-nav {

display: inline;
}
}</style><style scope="search-menu-1">.search-menu-1 {
;
}
.search-menu-1 button.search-menu:focus,.search-menu-1 input.search-
menu:focus {
outline-color: #428bca;
outline-width: 0.16rem;
outline-style: auto;
}
.search-menu-1 .search-menu.search-menu {
position: absolute;
top: -800px;
right: 0;
left: 0;
z-index: 1;
padding: 0 4.5rem;
font-size: 1.6rem;
}
.search-menu-1 .tx-slide.search-menu {
overflow: hidden;
}
.search-menu-1 .initial.search-menu,.search-menu-1 .closed.search-menu {

top: -800px;
}
.search-menu-1 .closed.search-menu {
}
.search-menu-1 .open.search-menu {
top: 4rem;
}
.search-menu-1 label.search-menu,.search-menu-1 a.search-menu {

padding: 1rem;
display: block;
}
.search-menu-1 .advanced-search.search-menu {
color: #428bca;
}

.search-menu-1 .search-menu.search-menu {
overflow: visible;
top: -400px;
right: 2rem;
left: auto;
z-index: 5;
padding: 1rem 2rem;
transition: opacity .2s ease-in-out;
font-size: 1.4rem;
color: #333;
border-radius: 2px;
background: #fff;
box-shadow: 0 1px 2px 1px rgba(0, 0, 0, .15);
}
.search-menu-1 .search-menu.search-menu:after {
position: absolute;
right: 7px;
top: -7px;
width: 12px;
height: 7px;
color: #fff;
content: "";
border-bottom: 7px solid currentColor;
border-left: 6px solid transparent;
border-right: 6px solid transparent;
}
.search-menu-1 .initial.search-menu,.search-menu-1 .closed.search-menu {

opacity: 0;
transition-duration: .2s;
}
.search-menu-1 .open.search-menu {
top: 5.1rem;
opacity: 1;
}
.search-menu-1 label.search-menu {
padding: 0;
}
.search-menu-1 label.search-menu + label.search-menu {

padding-top: 7px;
}
.search-menu-1 a.search-menu {
padding: 1rem 0 0 0;
}
}</style><style scope="media-
subnav-1">.media-subnav-1 a.media-subnav {
color: #fff;
}
.media-subnav-1 img.media-subnav {
display: block;
width: 90px;
height: 90px;
margin: 0 auto 1rem auto;
border-radius: 45px;
}
.media-subnav-1 h3.media-subnav {
margin-top: 0;
font-size: 1.8rem;
}
font-size: 1.6rem;
}
.media-subnav-1 ul.media-subnav {
padding: 0;
margin: 0;
list-style: none;
}
.media-subnav-1 li.media-subnav + li.media-subnav {

padding-top: 1.5rem;
}
.media-subnav-1 .icon-links.media-subnav {
display: flex;
-webkit-box-pack: space-evenly;
-ms-flex-pack: space-evenly;
justify-content: space-evenly;
text-align: center;
}
.media-subnav-1 .icon-links.media-subnav a.media-subnav {

width: 120px;
margin-bottom: 1.5rem;
overflow: hidden;
white-space: nowrap;
text-align: center;
text-overflow: ellipsis;
}
.media-subnav-1 .icon-links.media-subnav a.media-subnav + a.media-subnav {

margin-left: 2rem;
}
.media-subnav-1 .featured.media-subnav h4.media-subnav {

display: none;
}

.media-subnav-1 {
display: -ms-grid;
display: grid;
-ms-grid-columns: 40% 20% 40%;
grid-template-columns: 40% 20% 40%;
}
.media-subnav-1 .wayback-search.media-subnav {
-ms-grid-column: 1;
-ms-grid-column-span: 3;
grid-column: 1 / 4;
}
display: none;
}
margin: 0 0 1rem 0;
font-weight: 100;
}
.media-subnav-1 ul.media-subnav {
font-size: 1.3rem;
}
.media-subnav-1 li.media-subnav {
padding-bottom: .5rem;
}
.media-subnav-1 li.media-subnav + li.media-subnav {

padding-top: 0;
}
.media-subnav-1 li.media-subnav a.media-subnav {

display: block;
overflow: hidden;
white-space: nowrap;
}
.media-subnav-1 .icon-links.media-subnav {
-ms-grid-column: 1;
}
.media-subnav-1 .icon-links.media-subnav a.media-subnav {

padding-top: 3.5rem;
max-width: 160px;
}
.media-subnav-1 .links.media-subnav {
padding: 0 1.5rem;
}
.media-subnav-1 .featured.media-subnav {
-ms-grid-column: 2;
}
.media-subnav-1 .featured.media-subnav h4.media-subnav {

display: block;
}
.media-subnav-1 .top.media-subnav {
-ms-grid-column: 3;
}
.media-subnav-1 .top.media-subnav ul.media-subnav {

display: -ms-grid;
display: grid;
-ms-grid-columns: 50% 3rem 50%;
grid-template-columns: 50% 50%;
-ms-grid-rows: (auto)[7];
grid-template-rows: repeat(7, auto);
grid-column-gap: 3rem;
grid-auto-flow: column;
}
.media-subnav-1 .top.media-subnav ul.media-subnav > *.media-subnav:nth-

child(1) {
-ms-grid-row: 1;
-ms-grid-column: 1;
}

child(2) {
-ms-grid-row: 2;
-ms-grid-column: 1;
}

child(3) {
-ms-grid-row: 3;
-ms-grid-column: 1;
}

child(4) {
-ms-grid-row: 4;
-ms-grid-column: 1;
}

child(5) {
-ms-grid-row: 5;
-ms-grid-column: 1;
}

child(6) {
-ms-grid-row: 6;
-ms-grid-column: 1;
}

child(7) {
-ms-grid-row: 7;
-ms-grid-column: 1;
}

child(8) {
-ms-grid-row: 1;
-ms-grid-column: 3;
}

child(9) {
-ms-grid-row: 2;
-ms-grid-column: 3;
}

child(10) {
-ms-grid-row: 3;
-ms-grid-column: 3;
}

child(11) {
-ms-grid-row: 4;
-ms-grid-column: 3;
}

child(12) {
-ms-grid-row: 5;
-ms-grid-column: 3;
}

child(13) {
-ms-grid-row: 6;
-ms-grid-column: 3;
}

child(14) {
-ms-grid-row: 7;
-ms-grid-column: 3;
}
}</style><style scope="media-

slider-1">.media-slider-1 .overflow-clip.media-slider {
display: none;
position: absolute;
top: 4rem;
right: 0;
left: 4rem;
height: 368px;
overflow-x: hidden;
}
.media-slider-1 .information-menu.media-slider {
position: absolute;
top: 0;
right: 0;
left: 0;
padding: 0;
height: 368px;
overflow-x: hidden;
font-size: 1.4rem;
background: #333;
}
.media-slider-1 .open.media-slider {
display: block;
}
.media-slider-1 .info-box.media-slider {
padding: 1rem;
}
.media-slider-1 .overflow-clip.media-slider {
display: block;
top: 0;
left: 0;
height: auto;
overflow-x: visible;
transform: translate(0, -100%);
transition: transform .2s ease;
}
.media-slider-1 .information-menu.media-slider {
left: 0;
z-index: 1;
height: auto;
min-height: 21rem;
background: #474747;
transform: translate(0, -100%);
transition: transform .2s ease;
}
.media-slider-1 .overflow-clip.open.media-slider {
transform: translate(0, 8rem);
}
.media-slider-1 .information-menu.open.media-slider {
transform: translate(0, 0);
}
.media-slider-1 .info-box.media-slider {
max-width: 1000px;
padding: 1.5rem 0;
margin: 0 auto;
}
}</style><style scope="desktop-

subnav-1">.desktop-subnav-1 ul.desktop-subnav {
position: relative;
z-index: 3;
padding: .8rem 0;
margin: 0;
font-size: 1.2rem;
text-align: center;
background: #333;
}
.desktop-subnav-1 li.desktop-subnav {
padding: 0 15px;
}
.desktop-subnav-1 a.desktop-subnav {
color: #aaa;
}
.desktop-subnav-1 a.desktop-subnav:hover,.desktop-subnav-1 a.desktop-

subnav:active,.desktop-subnav-1 a.desktop-subnav:focus {
color: #fff;
}
.desktop-subnav-1 .donate.desktop-subnav svg.desktop-subnav {

width: 16px;
height: 16px;
vertical-align: -4px;
fill: #f00;
}</style><style
scope="signed-out-dropdown-1">.signed-out-dropdown-1 {
;
}
.signed-out-dropdown-1 nav.signed-out-dropdown {
position: absolute;
top: -1500px;
right: 0;
z-index: 1;
overflow: hidden;
font-size: 1.6rem;
}
.signed-out-dropdown-1 .initial.signed-out-dropdown,.signed-out-dropdown-
1 .closed.signed-out-dropdown {
top: -1500px;
}
.signed-out-dropdown-1 .closed.signed-out-dropdown {
}
.signed-out-dropdown-1 .open.signed-out-dropdown {
top: 4rem;
max-width: 100vw;
overflow: auto;
}
.signed-out-dropdown-1 h3.signed-out-dropdown {
padding: 0.6rem 2rem;
margin: 0;
font-size: inherit;
overflow: hidden;
}
.signed-out-dropdown-1 ul.signed-out-dropdown {
padding: 0.4rem 0 0.7rem 0;
margin: 0;
list-style: none;
max-height: calc(100vh - 7.2rem + 1px);

overflow: auto;
}
.signed-out-dropdown-1 .divider.signed-out-dropdown {
margin: .5rem 0;
border-bottom: 1px solid #666;
}
.signed-out-dropdown-1 a.signed-out-dropdown,.signed-out-dropdown-1 .info-

item.signed-out-dropdown {
display: block;
color: #fff;
padding: 1rem 2rem;
}
.signed-out-dropdown-1 .info-item.signed-out-dropdown {
font-size: .8em;
color: #999;
}

.signed-out-dropdown-1 nav.signed-out-dropdown {
overflow: visible;
top: calc(100% + 7px);
left: auto;
z-index: 5;
transition: opacity .2s ease-in-out;
font-size: 1.4rem;
border-radius: 2px;
background: #fff;
box-shadow: 0 1px 2px 1px rgba(0, 0, 0, .15);
}
.signed-out-dropdown-1 nav.signed-out-dropdown:after {
position: absolute;
right: 7px;
top: -7px;
width: 12px;
height: 7px;
color: #fff;
content: "";
border-bottom: 7px solid currentColor;
border-left: 6px solid transparent;
border-right: 6px solid transparent;
}
.signed-out-dropdown-1 h3.signed-out-dropdown {
display: none;
}
.signed-out-dropdown-1 ul.signed-out-dropdown {
max-height: calc(100vh - 8.5rem + 1px);
}
.signed-out-dropdown-1 .divider.signed-out-dropdown {
border-bottom-color: #666;
}
.signed-out-dropdown-1 a.signed-out-dropdown {
color: #333;
transition: background .1s ease-out, color .1s ease-out;
}
.signed-out-dropdown-1 .info-item.signed-out-dropdown {
font-size: .8em;
}
.signed-out-dropdown-1 a.signed-out-dropdown:hover,.signed-out-dropdown-1
a.signed-out-dropdown:active,.signed-out-dropdown-1 a.signed-out-dropdown:focus {
color: #fff;
background: #428bca;
}
1 .closed.signed-out-dropdown {
opacity: 0;
transition-duration: .2s;
}
.signed-out-dropdown-1 .open.signed-out-dropdown {
top: 5.1rem;
opacity: 1;
overflow: visible;
}

1 .closed.signed-out-dropdown,.signed-out-dropdown-1 .open.signed-out-dropdown {
right: 33.7rem;
}
.signed-out-dropdown-1 .search-hidden.initial.signed-out-dropdown,.signed-
out-dropdown-1 .search-hidden.closed.signed-out-dropdown,.signed-out-dropdown-
1 .search-hidden.open.signed-out-dropdown {
right: 18.3rem;
}

1 .closed.signed-out-dropdown,.signed-out-dropdown-1 .open.signed-out-dropdown {
right: 39.7rem;
}
.signed-out-dropdown-1 .search-hidden.initial.signed-out-dropdown,.signed-
out-dropdown-1 .search-hidden.closed.signed-out-dropdown,.signed-out-dropdown-
1 .search-hidden.open.signed-out-dropdown {
right: 23.5rem;
}
}</style><style scope="ia-topnav-

1">.ia-topnav-1 {
;
color: #fff;
font-size: 2rem;
font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif;
}
.ia-topnav-1 #close-layer.ia-topnav {
display: none;
position: fixed;
top: 0;
right: 0;
bottom: 0;
left: 0;
z-index: 0;
}
.ia-topnav-1 #close-layer.visible.ia-topnav {
display: block;
}
.ia-topnav-1 .topnav.ia-topnav {
position: relative;
z-index: 3;
}
@media (max-width: 889px) {

.ia-topnav-1 desktop-subnav.ia-topnav {
display: none;
}
}</style><style>body {transition: opacity ease-in 0.2s; }

body[unresolved] {opacity: 0; display: block; overflow: hidden; position:
relative; }
</style>
<div class="topnav style-scope ia-topnav">
<primary-nav class="style-scope ia-topnav x-scope primary-nav-1">
<nav class="style-scope primary-nav">
<a class="link-home style-scope primary-nav" href="https://archive.org"
data-event-click-tracking="BetaTopNav|NavHome">
<svg class="ia-logo style-scope primary-nav" width="27" height="30" viewBox="0 0
27 30" xmlns="http://www.w3.org/2000/svg" aria-labelledby="logoTitleID logoDescID">
<title id="logoTitleID" class="style-scope primary-nav">Internet Archive
logo</title>
<desc id="logoDescID" class="style-scope primary-nav">A line drawing of the
Internet Archive headquarters building façade.</desc>
<g stroke="none" stroke-width="1" fill="none" fill-rule="evenodd" class="style-
scope primary-nav">
<mask id="mask-2" fill="white" class="style-scope primary-nav">
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</mask>
<use fill="#FFFFFF" xlink:href="#path-1" class="style-scope
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<g mask="url(#mask-2)" fill="#FFFFFF" class="style-scope primary-nav">
<path d="M0,0 L26.6666667,0 L26.6666667,30 L0,30 L0,0 Z" id="swatch"
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</g>
</g>
</svg>

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</a>
<button class="search-trigger style-scope primary-nav" data-event-click-

tracking="BetaTopNav|NavSearchOpen">
<svg height="40" viewBox="0 0 40 40" width="40"

xmlns="http://www.w3.org/2000/svg" aria-labelledby="searchTitleID searchDescID"
class="style-scope primary-nav">
<title id="searchTitleID" class="style-scope primary-nav">Search icon</title>
<desc id="searchDescID" class="style-scope primary-nav">An illustration of a
magnifying glass.</desc>
<path class="fill-color style-scope primary-nav" d="m32.4526364 29.8875889-
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Full text of "<a href="/details/cu31924021797547">Tonic sol-fa</a>"
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<pre>Music
3^
PERFORMED Kl
Cornell Unltfemltv ummn

MT 30.C98
Tonic sol-fa.
3 1924 021 797 547
:;TrMUSICAX FESTIVAL, 1893.
THE WATER LILY
A ROMANTIC LEGEND
FOR SOLI, CHORUS, AND ORCHESTRA
THE WORDS WRITTEN By
JOSEPH BENNETT
BOUGHT WITH THE INCOME

FROM THE
SAGE ENDOWMENT FUND
THE GIFT OF
Henrg HI. Sage
1891
S.-.2.o.3._^5_
idM-ih
DAILY NEWS.
Mr. Cowen's orchestration is of infinitely more important and finished a
character than in " Sleeping Beauty," and the new Cantata contains some of his
happiest melodic inspirations.
MORNING POST.
There can be no question but that the composer has availed himself of his
opportunities, and " The Water Lily " is undoubtedly entitled to rank high in the
list of his compositions. . . . We do not think that his gifts have ever been
exemplified to a greater extent than in the present Cantata.
ATHENÛM.
" The Water Lily " is not only the most ambitious, but, pn the' whole, the
most successful of Mr. Cowen's works of similar calibre. . . In brief, ' ' The
Water Lily" Is a remarkably clever and effective work, and well worthy the
attention of our best choral societies, from whom alone it could receive justice.
DISPATCH.
" The Water Lily " should certainly command attention wherever its merits,
which are very great, can find proper attention.
LONDON & NEW YORK : NOVELLO, EWER AND CO.
PERFORMED AT THE GLOUCESTER FESTIVAL, 1892, and

WORCESTER FESTIVAL, 1893.
JOB
AN ORATORIO
FOR TREBLE, TENOR, BARITONE, AND BASS SOLI, CHORUS,

AND ORCHESTRA
BY
C. H. H. PARRY.
Vocal Score, â^rcav,ex--^^fu6d^Sti^»-
] Prwti-ttt t t^lt .
THE TIMES.
The whole monologue is an extraordinary exhibition of sustained power and
effect, such as very few composers of any period have surpassed. , . . The
impression produced by the work was very great, and it must be said deliberately
that recent years have not seen a composition more free from flaw or weak point
of any kind.
DAILY TELEGRAPH.
Having once more heard Dr. Parry's Oratorio, under the best possible con-
ditions, I accept it as a masterpiece without the smallest qualification. . . .
Nothing
more interesting than this work could have been given to the Festival public. . . .
" Job " is one of the greatest works of modern times, and does no little to lift
our
English art to the highest level.
STANDARD.
To describe the numberless changes of tinje, rhythm, and manner would be
impossible. . . . Mention, however, must be made of an exquisite melody in D
flat, given out by the violoncellos, and supported by the trombones pianissimo, at
the words " Man that is bom of woman." This is truly a bit of inspiration, such
as only comes at rare intervals even to a gifted composer. . . . That " Job " will
materially add to the composer's growing reputation may be said with con-
fidence.
MORNING POST,
His setting of the beautiful lines ' ' Man that is bom of a woman is of few days,"
to quote only one instance, is a marvel both of beauty and appropriateness. . . .
The general verdict will no doubt declare " Job " to be Dr. Parry's masterpiece.
DAILY CHRONICLE.
It literally teems with beautiful phrases — in fact, the possession by Dr. Parry
of the inestimable gift of melody has, I am inclined to think, never been so
evident as in the verses commencing " Why died I not ? " and " Man that is born
of woman." . . . From whatever point of view it may be criticised, "Job" is
thoroughly worthy the composer of the stupendous " De Profundis."
THE GUARDIAN.
As for the music, it is worthy at all points of the composer of the " De
Profundis."
THE ATHENÛM.
That Dr. Parry has written nothing finer than " Job " is generally admitted,
and his boldness in dispensing with set airs, fugal choruses, and an elaborate
Finale is abundantly justified by results.
LONDON & NEW YORK: NOVELLO, EWER AND CO.
PROGRESSIVE STUDIES
FOR THE PIANOFORTE
EDITED, ARRANGED IN GROUPS, AND THE FINGERING REVISED AND SUPPLEMENTED
FRANKLIN TAYLOR.
This Collection of Studies is intended to illustrate the various
elements of a complete course of pianoforte technique, and to pro-
vide students with the means of attacking and overcoming the
different special difficulties which have to be encountered. With
this view, the Studies have been arranged in groups, those in each
group being placed in progressive order, and having reference to
some one particular difficulty. The greater part of the Studies
themselves have been selected from the standard works of the
most eminent Study-writers, and with these are included numerous
others, which, though of equally great practical utility, have
hitherto been less generally accessible.
FIVE-FINGER STUDIES
SCALES ~ 7. 7. T,
BROKEN CHORDS.
10. LEFT HAND
22.
«3.
84.
25-
26.
ARPEGGIO
VELOCITY
Part 1*
,. «*
Part I*
Part i»
" K
.. 3*
» 4»
>i S
Part I*
., 8*
,1 3
■I 4
Part I*
., «♦
•• 3
Part I*
„ i*
» V
.1 4
» 5
» 6
1. 7
FIGURES IN SEQUENCE
BROKEN THIRDS, SIXTHS,
AND OCTAVES ..
BROKEN THIRDS, SIXTHS,
AND OCTAVES ..
Parti
Parti*
28.
29.
30.
31-
32.
33.
34.
35-
36.
37.
38.
39. STACCATO
SHAKES Pirti*
;: : : :: :: :: :: :: t*
DOUBLE NOTES Parti*
, ••
.. 3
•> •■ ,. 4
OCTAVES Parti*
, «•
CHORDS Parti
REPETITION Parti*
REPETITION AND TREMOLO . . „ a*

■I „ .. „ 34
PART PLAYING
Parti*
„ «*
ORNAMENTS Parti
.. , t
ACCOMPANIED MELODY
Part 2*
* These Parts are already published.
EXTENSIONS and SKIPS
ti »
RHYTHM
Fart I
■> 2
Part 1
•> 1
Part I*
„ a*
FIFTY-TWO BOOKS, PRICE ONE SHILLING EACH.
TWELFTH THOUSAND.
NOVELLO, EWER AND CO.'S MUSIC PRIMERS.

Edited by Sir JOHN STAINER.
Tonic Sol-Fa
JOHN CURWEN.
PRICE ONE SHILLING.

Jn Paper Boards, One Shilling and Sixpence,
w
LONDON &■ NEW YORK
NOVELLO, EWER AND CO.
LONDON :
NOVELLO, EWEK AND CO.,
PRINTERS.
PREFACE.
This Work is not intended- to teach those ignorant of music how

to sing,' but to explain the Tonic Sol-fa Notation and method of
teaching to those who are already familiar with the established
mode of writing music by means of the Staff. A knowledge of
that notation is taken for granted, and it will be mainly by com-
paring the two notations that the various points of the new
nolatioh will be made c\ta.T.
CONTENTS.
Chapter I.
FACa
RELATIONS OF THE TWO NOTATIONS 3
Chapter il.
THE DIATONIC SCALE 4
Chapter HI.
TIME > 6
Chapter IV.
CHROMATIC TONES AND TRANSITION ... ; 11
Chapter V.
METHOD OF TEACHING 15
Chapter VI.
METHOD OF TEACHING HARMONY 22
Chapter VII.
METHOD OF TEACHING THE STAFF NOTATION ... 26
Chapter VIII.
THE MINOR MODE 28
Chapter IX.
THE MENTAL PROCESS IN SINGING 31
PRACTICAL EXERCISES 36
A TONIC SOL-FA PRIMER.
CHAPTER I.
RELATIONS OF THE TWO NOTATIONS.
It is often forgotten that the Staft Notation is a notation of the

keyboard of the pianoforte. In the early stages of its develop-
ment, when clefs were placed on any line, and the composer
used as many lines — from one to twelve — as were necessary for
his music, it was more of a notation of relative than of absolute
pitch. But the improvement and wide diffusion of keyboard
instruments has caused the notation to settle down into a.
pictorial representation of black and white digitals. The normal
key is assumed to be C, and all other keys are represented as
departures from that.
A little reflection will show that although this arrangement

represents a fact of the keyboard, it has no counterpart in the
experience of singers. Let us suppose that an organist finds the
following chant in F too high for his choir: —
fe^
^^3î^^
m
^
iss:
.£2. ./a.
izr
::iiz:c
E^
=g=
TONIC SOL-FA.
He thinks he would like to transpose it a aemitone lower. With

the music in F before his eyes, the following represents the
process that goes on in his mind as he plays in L. : —
^^^P^ \\^rlf^^¥^
m
'^^=jM
lA
J.
^^-
:«P=
Some, perhaps, may object to this as a caricature, and say that

only mechanical players transpose in this way, while all who
have any ear for the inner spirit of music transpose by mentally
regarding each note as the first, fifth, seventh, &c., of the key.
No doubt this is true. But we are now considering the Staff
Notation merely as a picture of the keyboard, and if players
choose to see" beyond that picture into key-relationship it is
another matter, although doing so brings them very near to the
Tonic Sol-fa system. By whatever mental process tfansposition
at sight from the Staff Notation is accomplished, it gives trouble
to the player. But what is the case with the singer ? To him
all keys are alike. The key of C is no more commonly used
than F or D, and in point of convenience it is no more natural or
easy than B. The process which the choir undergo in the case
we have imagined is very different to that which the organist
experiences. When he lowers the chant a semitone, few n any
of the singers will notice it ; they have no altered relationships
of fingering or perpetual contradiction of signs, and they sing on
as easily as before.
The fact that to singers one key is the same as another is the
basis of the Tonic Sol-fa Notation. In this notation the above
chant in key F appears as follows :—
Key F.
n :—
d'
d'
1 :-
s :s.f
d :-
fe :-
s.f:n.r
d
t,
s :—
d' :-
d' :1
-.f
d :-
—
re :—
n :f
s.
When transposed into key E it appears as follows :-
n : —
d'
d'
1 :-
s :s.f
d :-
d
fe :-
8.f:n.r
t,
s :—
d' :-
d' :1
-s
-.f
n
—
d :-
re :—
n :f
s.
RELATIONS OF THE TWO NOTATIONS. §
The only difference being that the words " key E " are placed at
the beginning, fof the singer's guidance, instead of " key F."*
It is asserted by some that singers strike their notes by

measuring the distance from one to the other — a second, a
sixth, a diminished seventh, an octave, &c., without regard to
the key. This being so, they say that the Staff Notation in
supplying this information gives the singer all that he needs.
The singer, they say, should not be- perplexed with the relation-
ship of the tones, which in modern music often changes rapidly ;
all he has to do is to move along by remarking at a glance the
number of semitones from the note he is oh to the next. It may
be true that here and there an exceptipnal singer possesses this-
power, but it is certainly not possessed by the generality of
chorus-singers. To keep in mirid the key-relationship of the
tones is' not only the easiest method, but it is the rnost
intelligent, because it is the composer's method. f
" The reader is referred to the following chapters for an explanation of the
signs of the notation.
t Chapter IX., op " The Mental Process in Singing"' shows what are the
common habits of chorus-singers in this respect.
CHAPTER 11.
THE DIATONIC SCALE.
The Tonic Sol-fa Notation consists of the initial letters- of the

Sol-fa syllables, do always representing the key-note. The
initials of sol and si being the same, si is altered to ti. When
the rtarhes are written in full they are spelled phonetically, and
sol is invariably pronounced' soA, that sound being more open.
talian Names.
Written.
Noted
SI
te
la
lah
sol
soh
s
fa
fah-
mi
me
re
ray
do
doh
The application of the names will be evident from the following

tune : —
:^=^
^^
- sJ I I
-e^-
d 1
1 1
?=:
=]:
zsiz
■^-F^-
22
Êa
^
±
s n fsls furs d'nfr d

The upper octaves are represented by figures above the scale-
letters, as d' d' ; the lower octaves by figures below, d, dg. In
speaking oi octaves, d' is called "one-doh;" d| is called " doh-
one ; " and so on. In the preceding tune there are two cases of
d'. The octave commencing on middle C
is taken as a standard. The notes of that octave bear no mark

above or below, and every 'doh chosen as a key-note within that
(4)
THE DIATONIC SCALE. 5
octave is unmarked also. Thus these passages, so nearl}' alike

in pitch, will have different octave marks —
^^
d r n f s
^_^
d' r' n' f
because in the first case the doh is within the standard octave ;
in the second it is above it. The tenor and bass parts are written
an octave higher than they.sourid. Thus the passage —
^
dE
=r
,^BP
d.
is written :-
KeyF.
s n
d.
d
n
d
d
n.
Si
Si
f,
s,
d,
d,
n,
f,
"i
not
It is obvious that this saves a very large number of octave marks,

while it causes no practical inconvenience to the singer.
The signs of expression, such as iz=-, /, pp, cres., &c., are

used in the Tonic Sol-fa as iri the Staff Notation, as .well as
the Italian .or 'English, phrases which describe the style of
performance. Horizontal lines are placed under the letters to
express legato, or to tie together several notes that are to be sung
to one syllable, like slurs in the Staff Notation.
CHAPTER III.
TIME.
In order to explain the Tonic Sol-fa Notation of Time it is
necessary to remind the reader of the nature of musical rhythm.
Music is divided by bars into measures. It is convenient, as the
French do, to use the word measure to indicate the distance from
one bar to the next, and to reserve the word bar for the vertical
line which separates measures. This line is used in the Tonic
Sol-fa' Notation to mark the commencement of every measure, but
it is not used at the end of scores as in the Staff Notation. The
double bar marks the conclusion of sections or movements : —
i^
^ ^
J J , J J , J
A AA
^^^^m
KeyD.
d n
I
I
d d
n s
PI
d'
d'
d'
d d
t,
1,
f,
In the above example the pulses (or beats) of the music follow
each other in the order of strong and weak, or accented and
unaccented. The second note has a weak accent, and the sign
(6)
-for this is a colon (:). The passage is therefore written as

follows : —
:n
:d
:d
:d
d
:s
:n
d'
d'
d'
:d
t,
:d
I.
f.
d
d
In triple measure, where the pulses are in the order of strong,

weak, weak, the notation is as follows : —
StS:
5^
Mozart.
^M
{ :s' I t :t :t j d' :n' :8' | t :t :t
d' :n'
It will be seen from the foregoing examples that in the Tonic

; Sol-fa Notation the music is cut up by the accent marks into
pulses or beats, and thus when it is desired to prolong a note
beyond one pulse we have only to place a dash through as many
pulses as we wish to hold it. So also when th^re is a rest no
sign is required. It is enough that the space between the two
accent marks is empty: —
^
dz
^^
Handel.
^^-^^^-
53E
J-J J-
i^
Sing,
sing,
sing.
O ye heav'ns.
Key C-
d'
n
n'
s
s
d
n'
d'
:—
s' :- :
:d':t
d'
s :— :
:s :f
n' :— :
:n' :r'
n'
d':-:
:d' :r'
d'
The measures we have described contain two and three beats.

In the middle of measures which contain four or six beats there
is a subordinate accent which is expressed in the Tonic Sol-fa
•8
TONIC SOL-FA.
'Notation by a short upright line. It is called a medium

accent : —
, t i R. Redhead.
^
r r r f^ ^^
Êfc
I^P
■ j "î J J '^ Ji^ ^r
Key Et'-
[s
Id
In
Id
:1
If
:n
:r
:d
a -
■Ir
:d
:t,
■.f
Is
:s
:s
:f,
It,
:d
S|
:f
I
Mendelssohn.
iifii
^ — ^-
i53E
qtD^
=fSl!s=
-pl-ip^-
How love - ly are the mes-sen-gers that preach us the gospel of peace.
Key G-
j;.-; I:s, d :- :ti|l,:- :si f ;- :n |r :- :d ti :d :r Is.ts, :BiIs,:-:-
Measures are named according to the number of pulses they

contain. Thus : two-pulse measure, three-pulse measure, &c.
Examples of other measures are given below : —
Mendelssohn.
i
-¥=
i^s:
Key A-
I :si I s, :n :d ti_
II,:- :1, |l,:f :r t.
Handel. " Pastoral Symphony."
i&
m=ik
^
II
, Key C-
d' :- :r'
.:f' Is'
II' :-
s' :- :-
In the Staff Notation the same piece may be written in |, |,

•or even | time, at the fancy of the composer. It is clear that
no such variation is possible in the Tonic Sol-fa. The pulse, or
beat; is the unit, and the metronome mark indicates sufficiently
TIME.
the speed. In marking the speed of a piece by the metronome

there is no need to say j^ = 60, cJ = 40. &c. The pulse being|
always the basis of measurement, it is enough to say M. (or
metronome) 60, 96, &c. 1
A pulse is divided into halves by placing a full stop in the

middle of it ; into quarters by placing a comma in the middle of
each half; and into thirds by the use of two inverted commas.
The following examples explain this : —
" Rule Britannia.''
A sound is continued through any portion of a pulse by a con-

tinuation mark or dash, and a part-pulse silence is shown by a
vacancy. The only exception to this rule is in the common
time-form of a dotted crotchet followed by a quaver, or a dotted
quaver followed by a semiquaver. Here the pulse divisions, being
placed close together, are a sign that the sound is continued : —
MsE
^
Handel.
P=P=
3^
6^=g^
Key F. Lah is D.
1 :n .,n Id
.d :r .n ll.
^m
Rossini.
^
Key A\f-
{[ n :— I- ,ti ,d : r .t, .n [d
II,
Each measure being divided into pulses, any contradiction of

the natural accent by syncopation is clearly shown : —
Rossini. " Stabat Mater."
p f f
'^Ttw
5=^
:i?=zt2
A - - men, A
KeyF.
.r ;- .n If .f :- .n r .r
- men, A - - men, A - - men

n If .f :- ,
men, A
jmen, A - • men, A
r .
men.
lO
TONIC SOL-FA.
A very important part of the notation of Time is that, when

properly printed, each pulse in the saw e line of music occupies
an equal lateral space. In the StaiF Notation this rule is not.
observed : —
Here the measures and pulses occupy very different space,

according to the number of notes they contain. The third
measure is several times longer than the second. It is found a
great advantage in the Tonic Sol-fa Notation to make the
measures and, pulses equal: —
s :— Is
.— :— s.s:s.s s :s
I-
The pulses are measured out, like the inches on a yard rtieasure,
and the eye rapidly values the length. An experienced Sol-faist
keeps time by judging the distance between the notes, only
stopping occasionally to look at the accent marks; and when
through bad printing the pulses are unequal, he is completely
put out.
CHAPTER IV.
CHROMATIC TONES AND TRANSITION.

The names for sharpened and flattened notes are as follows.
The ordinary Sol-fa name of the note has its vowel changed to
•' e " for sharps, and to " a " (pronounced " aw ") for flats : —
IZ2C
=»=2=
-TC }t ^ . j <=> g ^-
rr
^ tf ^
de
re n
fe s se 1 le
izz:
33:
i-fez:
trj \rs g izi^

ta 1 la s fe
n na r ra d
Chromatic notes are always written in full, to distinguish them

from the corresponding diatonic note. Example : —
J. Barney.
KeyC-
s :-
d :-
d':-
n :-
s Is
d If
d' It
na|r
-.l:s
-.f :f
-.t :ta
-.r :ra
d' :-
n :-
- 1-
- If
- n
-
- 1-
- 1-
- 1-
- 1-
ta:-
- 11
las
d :-
- 1-
- 1-
(11)
TONIC SOL-FA.
?3-
-X^
Key E-
n
.re:n
.fe:s
t :-.le:t
In the cases just quoted, the chromatic notes do not change

the key. It is unnecessary, bowevqr^. to remind the reader that
modern music is full of brief entries into related keys. For
example ; —
F, l' Bl? ■" I (D, V* F,
Ik
j-^— j-^h
s^ ' r ' r f-f-f =^-F=f
-\—r
J- j-
j-^-
J. A
Â
^B
^^-^- F
When the change of key is as short as this, the flattened or

sharpened notes, as in the Staff Notation, express it: —
KeyF-
d'
:n If
Is
:f
d
d
:d Id
de
It,
:t.
:s 11
fe
Is
:s
d
:ta, |1,
S|
f,
r.
Is,
:s,
It has been objected by some that this is forsaking the tonic

-principle. The third and fourth notes in the treble, they say, are
te and dob in key Bb ; the jseventh and eighth are ray and doh
in key. C. Yet they are written me, fab, and lab, sob, respec-
tively. Of course this is true, but it is for the singer's convenience
that this is done. When the change of key is lengthened, we
take one -note- as a double or bridge-note, through which to pass
into the new key. The practical use of these bridge-notes will
be understood by reference to the following hymn-tune : —
Henry Smart.
An-gels ho - ly, high andlow-ly, Sing the prais-es of -the
^ffi
^
Chromatic tones and transition.

E A
13
j JjJ J JitTiH
Lord! Earth and sky,all liv - ing na-ture,Man,the stamp of thy
Cre-
P^
A^-J^-J
^ J J
^rfefr^rf^
Tf
t'M^^^
^
r— f— an^n*
a - tor, Praise ye, praise ye, God the Lord.
J J nJ , J >^J ^
r r r r
LjT r
:t
KeyE-
|n ;r
Id :t,
|s :s
'Id :8,
n |1 :s
d |r :n
s It :d'
B.t.
n |""f :n
d |"1: •«,
a !•/ :s,
f :n ti :d I't, :n, fi.s,:l, Is
r :d.r \n
fi !ni.f||g|
l,.t,:d Id
f.E.
«s
- Id
n,t,
- Id
1.
*S
- Is
4.S,
- In,
f,
.d |r :s
:si Is, :t,

:n |r ■
:1, It,
:r
:s, I
f.A.
n, Id
:*s. Is,
:»r Id
:*s,.f||n.
:r
:f,
:t,
:s,
r
1,
f
f,
t,
S|.f,
d jr
n, is.
If :t.
E.t.
|"1 :s
s, |".M,:d
d h'd.r:n
1, It, :s, d, :d| |'<f, :n, 1, :s,.f,|s, :s, d :—
n.r|n :r
d" Id :t,
s.lls :f
At the change to key B, the smaller and higher notes belong to the
old key, the larger ones to the new. The letter "t," after B, shows
that te is the new tone introduced by the transition ; the letter
■'f," later on, before "E," shows that /a/t is the new tone. This
is to guide the singer's ear. The change is always made at the
»4
TONIC SOL-FA.
easiest place, whether this corresponds with the exact harmonic

facts or not. Thus, at the return to key E, the change really
takes place at the middle chord of the measure ; but the singers
glide inse-nsibly from the dominant seventh of key B just before
into the new dominant, and hence the change is written a chord
earlier. It will be seen that the sequence which occurs in this
tune between the third and fourth lines of the poetry is shown in
its true key-relationship by means of the bridge-tones.
CHAPTER V,
METHOD OF TEACHING.
The previous chapters have dealt with the Tonic Sol-fa Notation,
the mode of expressing music to the eye. We now come to the
Tonic Sol-fa method of teaching music, the educational arrange-
ment of facts and difficulties so as to facilitate the progress of
the learner. In the elaboration of this method I have occupied
the best part of my life. It is the result, gradually arrived at
and even now being added to, of my own experience and the
experience of many teachers of the system. Our aim has been
to make the beginning and progress of the pupil easy and
natural, to make his study and practice thorough and many-
sided ; and to give him clearness of thought by directing his
attention to the real nature of music.
In the first place we teach singing without the help of an

instrument. This is in order to give the learner independence.
It is obvious that to be able to sing by hearing the notes played,
or by touching them on the pianoforte, is not reading music at
all ; it is mere parrot-like imitation. Tonic Sol-fa singers are
trained to strike their notes by the unaided judgment of their
ears. This judgment is formed upon the place which each sound
holds in the key, and not upon its absolute pitch or the number
of semitones by which it is separated from the last note. Singers
are taught to recognise a characteristic effect in each of the tones
of the scale, called its mental effect. For example, in the follow-
ing piece of unaccompanied recitative in Professor Macfarren's
Joseph —
=R=^
tJ
=^?^
cut
It :—
in
:d'
piec
Id' :-
Ye shall be
11 :s I— :f .n |t :— |— :d' Id' :— |f
there is an incisive piercing efifect produced by the seventh of

the scale which no other tone would give us. It is not that it is
(15)
i6
TONIC SOL-FA.
a leap to a high note merely, for if we leap higher the effect is

tamer, and if we leap lower it is tamer still : —
Key Gp.
i^
^=E
{1
Ye shall be cut
:s I- :f.n|d' :-
in
:d'
piec - as.
Id' .— Is
Key Gb-
\)0
»P— b»^
^±
{|
Ye shall be cut in piec - es.
:s I- :f .nil :— [- -d' Id' :- |s
In the same way the characters of the other tones of the scale
are brought before the learner ; the boldness of the tones of the
tonic chord when heard in succession, the firmness of soh, the
calm and rest of me, the sadness of lah, the desolate sound of/ah,
and the rousing sound of ray.
The teacher endeavours less to tell the pupil the effect than to
make him listen for it, and feel it for himself. The object is to
fix the character of each tone in the learner's mind, so that it may
be kept there, and recalled. By this means the task of sounding
a given name, or naming a given sound, is made easy by the
recollection which the pupil has of the personnel of the scale
tones.
In teaching the scale a diagram called "The Modulator" is
used. It enables the singer to compare modes and keys, and
pass from one to another. The example opposite shows a key
with its dominant (on the right side) and subdominant (on the
left). A complete Modulator, embracing the whole range of keys,
is given on pp. 20, 21. A large part of the pupil's first exercises
are in singing voluntaries from this diagram, following with his
voice the pointer of the teacher.
It is often said by casual observers that Sol-fa notes are " all
on a dead level " and do not show the rise and fall of pitch as
does the staff. But by early training the pictorial Modulator is
fixed in the mind's eye of each pupil, and the notes start into
their places in the scale as he looks at them.
METHOD OF TEACHING.
17
We lay stress on the habit of teaching

means of the consonant chords which
it contains. Consonance is more natural
to the untrained ear than dissonance;
and pure intonation is better taught
by striking the tones of a chord in
succession than by running up or down
the scale, whose adjacent notes are
dissonant with each other. First, the
learner has to be made familiar with the
tonic chord, doh, me, soh, and has to
sound its tones at the will of the teacher ;
next he does the same with the dominant
chord (soh, te, ray) ; and lastly, with
the subdominant (fah, lah, doh). This
completes the seven sounds. After this
he is confined to tunes and exercises
which contain no more than these seven
tones, and do not change the key. Next
he is introduced to the simplest form
of transition — to the dominant and sub-
dominant keys. Then he attacks the
minor mode, chromatic notes, and dis-
tant modulations. By this gradual pro-
cess of teaching his path is made easy.
He learns one thing at a time, and
knows that one thing thoroughly before
he passes to the next. Moreover, at
each step, he finds that what he has
already learned helps him.
Concurrently with practice in reading

from given notes, we have practice in
naming given sounds. This corresponds
to writing from dictation in learning a
language, and this, as every one knows,
is more difficult than reading. The
" ear exercises," as we call them, have
therefore to be kept always behind the
reading exercises, but they are of great
value in improving the ear.
We separate the study of Time from

that of Tune. We teach it by means of
the " Time Names " of M. Paris. The
importance of this will be appreciated
by those who have tried to teach Time
to children and beginners, whether in
the scale gradually by
THE MODULATOR.
(Copyright.) |
d'
n' 1
re' se
r' s
BO
Ae'
ba
DOH* f
lia
TE n
ta
le
T,AH r
la
se
SOH d
le t|
bah
d
FAH
t,
ME 1,
ma
re ae,
1.
RAY s,
86,
de
ba
Si
DOH f,
ba,
ti n.
f,
ta,
n,
1. r,
86,
ri
S| d|
ba. ««i ts
d,
f,
t2
n, Ig
playing or singing.
i8
TONIC SOL-FA.
The Time Names, slightly modified in our system, will be best

seen from the following examples : —
i
s
Id
TAA
:d
TAA
TAA
s .n :s .n
TAA TAI TAA TAI
TAA
|d,d.d,d:d .d
tafatefe taa tai
n .d :d
TAA TAI TAA
^ m^j M^^
:s .s
TAA TAI
d',s .n' :d',s .n'
tafaTAi tafaTAi
TAA*
The pupil is taught to sing his early exercises on one tone to

the Time Names. Thus he first learns the Time and then the
tune of a piece.. This may be considered a needless hair-splitting,
but for beginners it is not so. It is found to give confidence and
steadiness. The pupil becomes as certain of the rhythm of the
music as he is of the sound of the notes, and enjoys slight
variations of time, such as these : —
?^^
:fe :s 11
■.t :d
:— :d'.r'|n'
This is a brief outline of the Tonic Sol-fa method of teaching.

Its chief feature is that it separates music from its signs. Music
* These are only a few of the simplest divisions of Time. For a complete
table of Galin's Time Names the reader is referred to the Tonic Sol-fa Time
Chart, or to the works of the Galin-Paris-Cheve School.
METHOD OF -TEACHING. 19
consists of sounds, and neither crotchets and quavers nor Tonic

Sol-fa letters make any sound. The Tonic Sol-fa teacher con-
siders the ears and voices of his pupils as the material upon
which he has to work. He begins without any signs at all, and
only introduces them gradually as they are needed to make the
pupil recognise and recall what he knows. This is the principle of
Pestalozzi and all the educationists who have followed him. We
may sum up in a few words the Tonic Sol-fa method : to let the
easy come before the difficult ; to introduce the real and concrete
before the ideal or abstract ; to teach the elemental before the
compound, and do one thing at a time ; to introduce both for
explanation and practice the common before the uncommon ; to
teach the thing before the sign, and when the thing is apprehended,
attach to it a distinct sign ; to let each step, as far as possible,
rise out of that which goes before, and lead up to that which
comes after ; and lastly, to call in the understanding to assist the
skill at every step.*
• See " The Teacher's Manual of the Tonic Sol-fa Method," and " Standard
Course of Lessens," by John Curwen. Tonic Sol-fa Agency, 8, Warwick
Lane, E.C>
20
TONIC SOL-FA.
u 1
u <.
=**!
o
P
EH
h:^
03
o
ca
THE STUDENT'S MODULATOR. 21
« — — — - — e»
=**=liiH **=fi =**Opq' *V
Ph « g P? ^ ft
-e. p^ H
«tH E Sh {, Ti -ta
•o *»
<4H E
CHAPTER VI.
METHOD OF TEACHING HARMONY.
Harmony, whether expressed in the Staff Notation or not, is

manifestly a matter of key-relationship. In discussing the merits
of any progression the pitch of the notes is a meie accident ; the
right or wrong depends on their place in the key. We may
correct a fault by saying " the F should descend to E," but the
remark has no value beyond the particular case to which it is
applied : it is not a rule or a generalisation. And though
musicians commonly talk of harmony in this way, it is impossible
that they should think of it except in relation to key. Hence the
frequent use in teaching of the terms " subdominant," " leading-
note," " seventh," " minor ninth," &c., all of which express that
relationship of tones which is independent of their pitch. So far
we must have the consent of every musician. Is it not easy to
go a step farther, and perceive that the Tonic Sol-fa Notation,
which is a notation of key-relationship and only by inference a
notation of pitch, is specially adapted for expressing harmony ?
We will first explain the Tonic Sol-fa notation of harmony, and
then the method of teaching the subject.
Many celebrated teachers of harrnony have felt the shortcomings

of the system of figured basses, in that the figures do not show
the roots of the chords, upon which the laws of progression so
largely depend. One or two (especially Gottfried Weber and
Gersbach) have used for their pupils a system of chord names on
the same principle as those which, after several years of inquiry
and experiment, I decided to adopt for Tonic Soi-faists. The
nomenclature is very simple. We call each chord of the scale
by its Sol-fa initial letter, printed in capitals to distinguish it
from the note of the scale. For example : —
(22)
METHOD OF TEACHING HARMONY.
23
C. E. HORSLEY,
s^
f=f?
-err
A.JÂA± s^J.AjJ.
^Nf^^^^rrrrlf-c.
KeyG-
; n
s>
d
n ;-.n |r :n
d :-.d|t, :d
s :-.s Is :s
f :-.f |n :n
l,:-.l, 11, :d
f :-.r Id :s
d d :-.d|s. :d r:-.r II, :di s, :1, |fi :r
r :d Id :r
t, :1, II, :1,

s :n If :f
1| .1, B,
D D-.DSD R-.RL D S L F R S-
t, Id
s, Is,
r In
s, id,
S D
Chords in the minor mode are expressed by italic capitals. The

positions of a chord in relation to the bass are expressed by the
letters a, b, c, &c., after its name. The direct form of the chord
is its " a position " (the a is in practice omitted), the first inversion
its " b position," and so on. A dissonant passing tone is shown
by the letter p ; a. consonant passing tone by the letters cp. A
passing tone which does not " pass," but returns to the note it
starts from, is known as a " waving tone." The minor dominant
is known as "M. The addition of a fourth, seventh, or ninth to a
chord is shown by a figure at the upper left-hand side of the chord
name : ^R, *S, &c. These rules will be best understood from the
following example : —
" Lutheran Choral."
4.'-j|J JJ j l J j ll j l ^.j A^.M-H
w-
r^r^rrrf f^^'r-r^rr
°^' rr fL ^-r^lw-rrf^
r rV rr ii rig^
r
1 :s|f :n
d.r:n |l|.t,:d
l^:d'|ri~:s
f :n |r :d
F :D6|R ;D R6
zp cp
— m
t. Id
s Is
s< )d
S |D
t
r
se
t.
d' :d' M
d.r:n |n
]~ :l II
l,.ti:d.r|n
SEb L \Lb\M
2p p W
:t
:n.r
:se
:n
:MM
-I-
24 TONIC SOL-FA.
We have already shown (p. 12) that brief entries into related
keys are expressed for convenience in the old key by help of
altered notes. But in analysing harmony by means of the chord
names the harmonic truth is always exactly given.
In the Tonic Sol-fa system a clear distinction is made between

chromatic and transitional chords, between flattened or sharpened
notes which threaten to change the key but end in re-affirming it,
and those which mark the passage into a new key. This distinc-
tion is drawn by Professor Macfarren in his theoretical works.
For example, in the following passage we teach that there are
two transitions, first to B flat and then to C : —
;*
-J- _ Jf,J-i-i_J-;
=pcq«:
-r-t
Key
:s
:1 Is
:f
:d.ta,
:s
1,
f
:d It,
:fe|s
:t,
:s
•."•
f,
:r, Is,
:s,
On the other hand we teach that when the same melody is

harmonised as below, the flat and naturals do not establish a new
key, and are purely chromatic :' —
4-
j -, JJJJ , j.
^*^
^^^
d -.1 Is :f
-1-
1, :d Id :t,
-1-
r :r |pi :r
-1-
fei:fe,|S| -.s,
— I—
This distinction, which is carried out through all the studies of

our pupils, leads them to take a broad and connected view of
music, to regard it as a series of progressions and not as isolated
chords. We have heard such a passage as this spoken of as
ending in the relative minor : —
fe^rt^
C-4_^ i=_ ^^ &

^^m ^
Prr?
:n
jii/.
f :n|l :s
s :f jn
:d
d:d|d:d
l,:t,|d
:s
f :s|d:d
r:r|d
:d.ta,
l,:s,|f,:n
r,:S||l,^
METHOD OF TEACHING HARMONY. 25
Great confusion exists among learners on this point. We liave

met with some who have a notion that the " chord of F" denotes
"the key of F," and who have never heard that to estabHsh the
key of any passage we must look before and after. Tonic Sol
faists are taught that no one chord can establish a key, but that
to do this in the course of a piece of music requires a movement
from dominant to tonic of the new key.
The method of teaching harmony trains the observation of the

ear simultaneously with that of the eye. The pupil begins by
hearing a common chord and experiencing its consonance. The
chord is then taken to pieces, and the source of its sweetness is
shown to be the third, and the source of its strength the fifth.
A single chant in four parts, made up of tonic and dominant
chords, is then heard. Afterwards the subdominant is intro-
duced ; the pupil is then led to hear a dissonance, and learns that
his ear feels satisfaction in its resolution, and dissatisfaction if
the dissonant note leaps away. Then follows the chord of the
dominant seventh and the full close which it produces when
followed by the tonic. Afterwards the second inversion of the
tonic chord, and then the half-close or cadence on the dominant.
The essence of the system is that it teaches the commonest and
most used combinations first. Instead of spreading before the
pupil all the direct chords, all the first inversions, sevenths oh
every chord, &c., it picks out the commonplaces of simple music,
and teaches them first, introducing dissonances, less used inver-
sions, &c., one by one in the order of their frequency. For a
student who is familiar with harmony it may be profitable to
compile a classified table of consonances, dissonances, &c., which
the eye can cover. For purposes of recapitulation such a table
is very useful. But we maintain that it is not the natural order
for the learner. To give the pupil one tool at a time, and teach
him the use of that before giving him another, has ever been the
method of educationists. The study of composition is carried on
concurrently with that of chords. There are three forms of
exercises — first, filling in the inner parts when the air and bass
and names of the chords are given (this is the easiest) ; second,
writing upon a figured or rather lettered bass; and, third, har-
monising a given melody with the instruction to introduce certain
chords, but leaving the pupil to find out the way. By means of
the post, composition is now being taught on this system to
hundreds of students in Great Britain, the Colonies, India, &c.
CHAPTER VII.
METHOD OF TEACHING THE STAFF NOTATION.
Those who have been trained upon the Established Notation of

music will naturally inquire what are the relationships of the
Tonic Sol-fa to the older Notation ? Is the new Notation intended
to supersede the old, and what do Tonic Sol-faists do when they
want to learn the Staff Notation ?
There is no rivalry between the two systems. Prejudice still

lingers here and there, but musical men are fast coming to see
that music is a thing which lies behind all systems and notations,
and that this or that system is to be valued according as it
teaches music thoroughly and well. We need not trouble
ourselves with any idea of disestablishing the Staff Notation.
Apart from its merits, its mere establishment is an argument
for its preservation, and a sort of argument which has especial
weight with Englishmen. No Tonic Sol-fa teacher is ever so
foolish as to try to prejudice his pupils against the Staff Notation.
We strongly disapprove, for educational reasons, of its being
introduced until the learner has mastered the facts of music —
Time, Tune, Modulation, the Minor Mode, &c., from our Nota-
tion, but the best of our pupils are always eager to pass on to
the Staff Notation when the proper time arrives. The introduc-
tion of the Staff Notation is postponed merely that the pupil's
progress may be the sounder in the end, and not from any desire
to keep it from him. Let us suppose a pupil who is able to sing
at sight from Tonic Sol-fa such music as a Handel chorus of
moderate difficulty, wanting to learn the Staff Notation. It has
often been asserted that our system leaves our pupils high and
dry when they have learnt it, and shuts them off from the uni-
versal language of the art. But a pupil of this sort has very
little to learn. His voice obeys his ear, his eye reports to his
mind the "otes of the printed page, he knows how to use his
voice and to sing in tune. What he has to learn are the signs
of the Staff Notation. He is in the position of an arithmetician
who wants to learn the signs of algebra, or of an English veteran
who has passed into a foreign army and has to pick up the new
(26)
METHOD OF TEACHING THE STAFF NOTATION. 27
words of command. All that he has learned is of use; what

he has to do is to adapt himself to a new nomenclature and
symbolism.
But there is no need to construct a supposed case, for we

can in this matter appeal to experience. Every year we are
turnmg out readers of the Staff Notation by the thousand, and the
testimony of choirmasters all over the country is that Sol-faists
make the best readers. The intermediate Sol-fa certificate can
be taken with or without passing a test in singing at sight from
the Staff Notation. But it is found that two-thirds of the many
who have taken this certificate have elected to attempt the Staff
Notation test, and have passed it. In the higher certificates the
Staff Notation is still optional, but the proportion who pass in it
is so great that it is the exception to omit it. When harmony
and composition has been learned on our system it is in the same
way quite easy to express one's knowledge in the Staff Notation.
No one will suspect Mr. HuUah's examination in the Theory of
Music, under the Society of Arts, to be in any degree tainted
with Tonic Sol-faism, but close upon two-thirds of those who
have passed it during the last ten years have been Tonic Sol-
faists. In the still higher departments of knowledge we may
refer to those gentlemen who have recently proceeded Mus. Bac.
at Cambridge, who are Sol-faists. They think out their harmony
in the Tonic Sol-fa letters, and make a rough copy of their exer-
cises in the New Notation.
As, therefore, it is only signs that the practised Sol-faist has to

learn in passing to the Staff Notation, we teach him the signs
by writing. The best way to learn the characters of a new
alphabet is by writing them, and so we give him graduated
exercises in writing from Tonic Sol-fa Notation into Staff Nota-
tion, and vice-versa. When he has the signs at com.mand he
can proceed to sight-reading from Ihe Staff Notation to his
heart's content, and when he has arrived at this point he is con-
sidered capable of looking after himself. In practice the Tonic
Sol-fa Notation is concurrent with the Staff Notation, and helpful
to it, not antagonistic.
CHAPTER VIII.
THE MINOR MODE.
We regard the minor mode as historically developed from the old

Greek and church mode on the sixth of the major scale, whose notes
are the unaltered intervals of the relative major. We teach our
pupils that the sharpened seventh has come in with the growth of
harmony, in order to make a satisfactory dominant chord. In its
original unaltered form tlie natural seventh is still used as a pass-
ing note, and as the note of a chord when the hass moves down by
step. The sharpened sixth (which note we call bah) follows
naturally from the alteration of the leading note, and was intended
to avoid the augmented second in passing to or from the leading
note. But the sixth is still used in its natural form, producing,
when followed by the leading note, a pathetic effect in melody,
and forming an essential part of the subdominant chord in a full
close. We deny that the minor mode has any title to be con-
sidered a key in the same way as the major, first, because of the
variableness of its scale ; second, because its chief practical use in
common music is as an appendage to its relative major. A com-
position strictly in the minor from beginning to end is very
rarely to be met with. There is a constant passing to the relative
major as the stronger key.
To a Tonic Sol-faist, therefore, the minor mode is the " lah

mode." He has been already taught that the sixth of the major
scale has a mental effect of sadness, and this effect is heightened
by its being lifted to the importance of a tonic. It is explained
that for purposes of harmony the seventh from lah is generally
sharpened, and for purposes of melody the sixth from lah is
sometimes sharpened. Thus the minor mode flows easily out of
the relative major. A minor passage is named from the key of
(28)
THE MINOR MODE.
29
its relative major, with the additional words, " lah is C, G, Fjk"
&c., as the case may be. The following is an example : —
i
Dr. Crotch.
t^
tP^
C3
~r^!-
-Si-
Key F. Lah is D.
W!^ :— r :d t. : —
ba.se:l 1 :se 1
Key D.
;— f :n r :—
:- 1 .t :d' d' :t d'
The Staff Notation, itself an historical growth, supports this

view by giving the same signature to a key and its relative minor.
Here is a passage, for example, which is strictly in the key of C
minor. We give the Tonic Sol-fa interpretation at the side : —
dt
IE
rr^FTT^
Key Ei?- Lah is C.
r h-r ^
J-
^^^
:d'
1
:n
:d
:t,
t,
:n
:n
se
:1,
1.
:s,
f,
The only altered note here is the B, and this exactly corresponds
■*vith the Tonic Sol-fa Notation, in which the only altered note is
se. If, however, with some modern theorists we regard C major
and C minor as one and the same key, the minor scale being a
mere modification of the tonic major, we should have to write the
passage in both notations as follows : —
Key C Minor.
:na'
:na
d' :s
la
na :r
na
s :s
d'
d'
d :ta>
la,
la
:d
Here instead of one altered note there are eight. It has been
suggested by several critics that we should write minor music in
30 TONIC SOL-FA.
this way, treating the third, minor sixth, and minor seventh
as accidentals, and the sharp sixth and seventh as diatonic
notes. But, as a fact, no teachers have ever attempted to Sol-fa
the minor mode as if it were an alteration of the tonic major, and
the theorists who have urged us to do so are not themselves in
the habit of Sol-faing, and are not sensible of the difficulties it
would involve. It would in fact be easier to adopt the modern
Italian method of the fixed do, and easier still to give up Sol-faing
lltogether, than to adopt this proposal. The old English practice
(see Webbe's Solfeggios) was to call the key-note of the minor
mode lah, and this plan is pursued wherever in England and
America and France Sol-faing with the movable do is practised
from the Staff Notation.
The difference between us and the theorists we have referred

to is, however, a surface one. There is no disagreement about
the rules of harmonising minor passages, no question as to the
beauty of the minor mode. We cannot be charged with confusing
the major with the minor, for appealing to results we find our
singers more confident in minor music, and our harmony students
as correct in their use of the two scales and in their discrimi-
nation between them as average learners on the other system.
Some writers go so far as to object to the term " relative minor "
altogether, and speak of it as delusive and false. Whatever
language we use, however, we must all agree that in major music,
the minor key of the sixth is entered at least three times as often
as the minor key of the first, and conversely in minor music the
major key of the third at least three times as often as the major
key of the first. Whether, in view of these habits of music, the
word " relative " may be fairly applied to one scale more than the
other, we leave common-sense to decide. In the Tonic Sol-fa
method a distinction is made between modulation and transition.
Modulation is used in its old sense of change of mode, and
transition for change of key.
CHAPTER IX.
THE MENTAL PROCESS IN SINGING.
That singers do not produce their notes by passing mechanically

from interval to interval, but that their ears are constantly remem-
bering and expecting the tonal relationship of the harmony, is
proved by the mistakes in classical oratorios, &c., which may
commonly be heard in undertrained choirs. We give a few cases,
all of which we have ourselves heard and noted in performances
of more or less celebrated choirs.
In the chorus " Glory to God," from Handel's jfoshua, the

music, though in the signature of D, comes to a decided close in
G and then returns suddenly to D: —
d=
-f*— p! — ^
^^^
zr
Thunders, heav'n thunders, tempests roar, and groans the ground.

f* * > r« f» fe I
J. -^ ^-
^^
J. N J.
-f^j g
^^^^
The C sharp in the bass, at the word " groans,'' which announces
the return to D, is approached by a wide leap, and a number of
the voices sing C natural. In the Tonic Sol-fa Notation atten-
tion is called to this new note by the change of key, and the sense
of " mental effect " which the singers possess would not allow
them to sing the piercing " te " as a " fah " : —
KeyQ.
s .n :s Id' .s :s .s
Thundersjheav'n thunders, tempests

n .d :d \n .n :n .,r
d' .s :s Id' .d' :d' .,t

Thunders,heav'n thunders, tempests
d .d| :d |d .d :n .s
(31)
Dt.
g . .1 J.I |j.l ;-.r'

roar, and groans the
n : •«£ If :-.f
d': ■"! |r':-.t
roar, and groans the
d : -i.r It :-.!
ground,
n
r'
ground.
se
32
TONIC SOL-FA.
The following passage from " He sent a thick darkness "

(Israel) is an example of the confusion of major and minor : —
Tenor. P Minor. F Major. ^
p^^
IE
-- F
Bass.
Ev'n darkness which might be felt.
w
--f^=^-
o - ver all the land,

The first phrase is in F minor, and the tenors in taking up the
second phrase remain in F minor and sing the A that is marked
with an asterisk flat instead of natural. The Tonic Sol-faist
associates " syllable with interval," and would never sing a whole
tone between fah and me at this place : —
Y A- Lah is F.
: 1 :
: i
F- t.r
n.l.
r' :f
1 .f :f .S
Bass.
:l,.,l,|d :-.t,
se, :— 1
Ev'n
darkness
which might be
felt.
o-ver all the

land,
In the chorus " And with the blast " (Israel), the music (though
in the signature of D) has been for ten or more bars in G, and a
change to A involves a C sharp in the tenor, which is sung
natural : —
G ,. ^ A
^m
heap.
heap
^jjjvn,
^^
5^
s?
the wa-ters were gathered,the wa - ters were gathered, the
N=1«»:
^^==
zMui
the depths were congealed, the depths were con-
In Tonic Sol-fa :—
Ke-s Of.
s :- I- :-
: .d It, .1, :ti.s,
: I : .8
d .,d
A't.m.
— |is :s
d .PI |«=t|J.:t, .S|

d .d |'>S| :si .8
d .,d.:d .n
n :d .d
Here the change of notation calls attention to the new note.
33
The following passage from Mendelssohn's St. Paul is often

wrongly sung at the place marked. The tenor and bass parts are
given as sufficient for illustration : —
C Minor. F Major.
^ i' J r ^
5E
*==S:
t^
His ways are past our un-der - stand-ing, un-der-stand - ing.
7=F-
t=^
-!rr-
stand - ing.
The music, as the accompaniment clearly shows, changes unex-

pectedly to F major and the E becomes natural. But it is often
sung flat.
In the chorus " He trusted in God " (Messiah) there is a

passage in which the fall of a minor and a major third is alter-
nated : —
fe:
P^^
fcz3z
Let Him de li - ver him.
»^F-
=?s=it
*a=it
him, let Him de - li - ver him.
»V-F-
^— y
II
him,
let Him de
^^
ligLt
=P=?C
in him.
y^^F^=??
S=F
^3
1 r ' ^
li
^^s
let Him de - li - ver him.

let Him de - li - ver him
St
t)
*T li . veri
li - ver him.
^=
let Him de - li - ver him.
34
TONIC SOL-FA,
It is quite common in amateur performances of the oratorio to

hear a confusion of tone at the points marked -with an asterisk.
This error is not caused by change of key, but apparently by the
failure of the Staff Notation to force the singers to remember at
what part of the scale they are, and where the semitones come.
In Tonic Sol-fa Notation the use of a name for each scale-tone
helps the singers to fix its place : —
Key B7- Lah isG. tEt^. Lah isC.
I Let
:n .r
Him de-
:sei
in
:t,
in
^'se .,ba :n
li -ver him,
iin ,% ;n .r
him, let Him de
>..n :
him.
.,t, :1.
ver him.
.n :1 .1
let Him de
light
:- .n
in
him,
.t :n' .r' Id' .,t

let Him de - li - ver
: 1
1
him,
.1 :r' .d'
let Him de
.1
.,1 :s
• ver him.
se.,ba :n |
li - ver him.
: 1 .n
let
:1 .8
Him de-
f .,n :r
li - ver him.
These quotations are sufficient to prove the point that the majority
of singers, whatever theories they may hold as to the mental pro-
cess by which they produce their tones, do really as a fact depend
upon key-relationship, and that when this relationship is abruptly
disturbed or momentarily uncertain they betray their mental
habits by keeping to the old key.
We give two examples of remote changes of key during the

course of a movement, which appear fictitiously complex in the
Staff Notation through the crowd of necessary accidentals. The
more simple Tonic Sol-fa version is given under each : —
i
J=t
Haydn. "Creation.'
l^
yju^
Af - fright - - - ed fled hell's spi-rits black in throngs.

Key £t>. Lah is C.
|:n
iAf-
1 :- I- :d'
fright - - - ed
n' :d II :n
fled hell's spi - rits
d :-.t,|l, :-
black in throngs.

35
te=
-P-F-b-
E^
-F— P-
P5
With sud - den ter - ror they are struck,

V-.
Thou
=FF^
&
-F-P-
^^^^
tak'st their breath a-way. They va-nkh in - to dust, Thou
t±
felt
î^J^r^F
iz3=
f^
FF^
They va-nish in - to dust.
tak'st their breath a - way.
Key Gir.
: :ni
I With
In :— :d
[tak'st their
r.s d.f. Key Et^l?-
d :- :r
sud - den
f :-.n:r
breath away,
ti :-.ti:d .r
ter-ror they are
: :d
They
n I—
struck.
']
Thou'
|*n :— :sei
tak'st their
1, :-.t,:d
breath away,
f :-.fi:s, .Slid, : :&,,
va - nish in-to ' dust, ThouT

Key Gi?. t.m.l.r.
: -."i S| :-.Si:t2.ts di : : ||
They va- nish in-to dust. !t
In these cases the complexity is not in the music itself. The
composer has not thought it worth while to change the signature,
and the passage becomes a puzzle to ordinary eyes through being
written in a distant key, which reqiiires a crowd of signs and
countersigns to adjust the staff relationship of the notes. In the
Tonic Sol-fa Notation the key is in all cases directly stated, and
the most remote transition becomes clear. Examples of this sort
might easily have been multiplied from standard works.
PRACTICAL EXERCISES.
The plan which we adopt for teaching the Staff Notation to

Tonic Sol-faists, will be here adopted for teaching the Tonic
Sol-fa Notation to those familiar with the Staff, namely, a series
of graded exercises in converting music from one notation into
the other. The easier process of translating from the unfamiliar
into the familiar (from Tonic Sol-fa into Staff) is placed first ;
then the converse process of translating from Staff into Tonic
Sol-fa.
CHAPTER II.
Translate into Staff Notation, treble clef, a crotchet to every

note : —
Key Eb-
German Choral.
s s d'
t:l sf nn rd
f r n n r s
s d' t
I s f n r r n
f n r r d ||
2.
KeyF-
Rev. Sir F. A. Gore Ouseley.
d d r
ti ti d r n s f
r n d t, 1, 1
s, t, d
r n d f 8 lis
f n s d r d 1
Translate into Staff Notation, bass clef, a minim to every

note : —
Bass of Hymn-tune " Norfolk."
, f, Hi s, Id di t2 di Ir, r, s, f, I
r d t, I li s, f| n, I r. s, di 11
(36)
Key A.
|d, d
t, d 1,
8, n,
f, 8,
37
Translate into Staff Notation, in vocal score, a crotchet to
every note : —
Ke^y E.
H.J
. Gauntlett.
("
n f s d'
t 1 s s
n f r d
r r n
d d d n
r f n r
d d t, d
d t, d
)'
s f n s
s t d' s
s 1 s n
1 s s
d r n d
s r n ti
d f, s, 1,
f, s, d
Tra
marks
5-
nslate into Ton

than the bar :—
ic Sol-fa Notaf
ion, using no
ather accent
:d=p= ^f^
=?=:
it
^
22
±£
fe^Ê^
=pz:
:^=P=
3^
6.
Bass of Hymn-tune by Henry Smart.
^
P=p:
t=r=i=
y-r-
at=i=
R. Redhead.
R. Redhead,
^^
i
^- -z:^
Bass of German Choral.
^^
f ^
CHAPTER III.
Translate into Staff Notation, treble clefi a crotchet to a

pulse : —
lO.
KeyG-
n :b
n : —
Handel. " Samson."
:t Id' :- !-||
38 TONIC SOL-FA.
Translate into Staff Notation, treble clef, a minim to a

pulse : —
II.
Key C- Dr. Gauntlett.
||pi :d |s:n |1 :1 | s :- |n' :r' ] d' :t |1 :d'|d':-|8:-

||d' :s |l :n Is :f jn :- |n' :t | d' :s |1 :d' [r':-|d':-
Translate into Staff Notation, treble clef, a quaver to a

pulse : —
12.
Key A- O. A. Macfarren. " Joseph."
|:si I s :- :n |d :- :8,l d :- :- U,:- : I d :- :- |f :- :n I n :- :- |- :- ||
Translate into Staff Notation, treble clef, a quaver lo a

pulse : —
13-
Key C- G- A. Macfarreu. " The Lady of the Lake."
|:d' |s''f' :n' |n' :r' :d' |d' :t :1 | s :-:-|-:-: I : :s }

II d' :- :- I— :- :d' |d' :- :d' In' :- :d' Is :-: I :
Translate into Staff Notation, treble clef, a quaver to a

pulse : —
14-
Key 0. Handel. " Samson."
I dji :s :s s : f .n :r .d [ ti.r :f :n
Translate into Staff Notation, treble clef, a crotchet to a

pulse : —
15-
Key G. Handel. " Samson."
II .s :d .r | n,r.n,f:n,f .rifi d .r :n .t | s,f .s,l:B,l.f ,s |

I n .s :d' .t Id .Sjf :n .irA s
16.
Key C. Mendelssohn. " Elijah."
{|d :- jn Is .,8 :d'„d' | r' :- |r' .t :s .f,f [ n :n
I7'
KeyC'
r'.n':f
i8.
KeyF-
PRACTICAL EXERCISES. 39
Haiuin. " Creation.''
(|r'.n':f'.s'll'.n':f'.r'|d'.r'.d':n'.f'.n'|d'.r'.d':n'.f'.Pi'|8' :■- i- :- ||
Haydn. " Creation.''
II n :f :r Id .n :- .s :- .t [ -.d' :- .t :1 .s If :-,s.n,f :r,n.d.r}

{|t, : .r,n:s,f.n,r|d :- •— j|
Translate the following passages into Tonic Sol-fa Notation ;

19. Dr. BoYCE.
EE
t^
-Û^
Teschner.
i
1==
-■=2— (=-
ZSISZ
^ S ^
l^
-^■
Teschner.
i^
c? ^
leii
E. Prout.
=^q=pz:
T Fp^
:^=iz
23-
Mendelssohn.
^^
24.
Dr. Croft.
t ) 9.
Z2I
3= =2=
^
25.
Mozart.
3E
SF^
4°
TONIC SOL-FA.
26.
Kriessmann.
J F^^
I
^
SI ^
Clarke-Whitfelu.
^^
*• J rj
IF^=S
g^ iV'
J±
^^
g cJ
-7^>-
z8.
Haydn. "Creation.'
err Îr c^r
^^
fe
*««si-
29.
^^
Mendelssohn. " Elijah."
:P
Z2r
i
=i=*2
SES
itzfef
Rossini.
r-f- i I r f^
31. n
Handel. " Samson."
!'-=»
^^^^^^
^^- ^ J- /.î^-j:^j^j
1^
41
CHAPTER IV.
Translate into Staff Notation, a crotchet to a pulse : —
32-
Key D-
d' It
n If
n' |r'
d Ir
:1
se :
:fe
n :
:d'
t :
■.re
n :
s Ife
- I-
ta 11
de |r
H
ENBY
Smart.
— 1 —
- It,
la
- If
n
:f
S|
- Is,
Translate into Tonic Sol-fa Notation : —

33-
Rossini
£2
^^
t2==tC
L" I 10
34-
^
G. A. Macfarren. Chromatic Sentences.
4-
^^
E^
v r = ^
fc<
-3
^m
:t^
'"l/n
=5=?
?^
^
^
^3
^;:S^
îî-^^p^-i^
-r— T

pulse : —
35-
Key G.
B. Lamb.
I d :— PI :fe 8 :— » •'" P "" ' "' ^ '•~
36-
KEY G.
Dr. W. Crotch
:fe
8 :—
r :—
f :n
r :r
d :-
:r
t, :—
ta, :-
l,.t,:d
d :t.
d :—
42
TONIC SOL-FA.
Translate into Tonic Sol-fa Notation, by the use of chromatic

notes : —
Dr. W. Haves.
37-
38.
Joseph Pring.
cez:
:^
^ rJ
Translate into Staff Notation, keeping the signature of E

throughout : —
39-
J. Barnby.
Key E-
r.s.d.f. C.
B t.m.l.r.s.
d .1
:n
.8
dip,! .
- .n' :
r'
.,r'
d'
d'
I'd .d j
d .fe,
Si
nag :
- .8 :
.,f
n'
:«la,.laY
n .re
dip,! :
- .n' :
.,t
d'
d'
:"'£ .f r
i»d' :
- .d' :
..8
:'d .d )
t.
.t,
:t,
.t,
d
:—
Si
•s.
:si
.s,
s,
:—
.f
:f
.f
:—
r
.Si
:S|
.8,
: —
Translate into Tonic Sol-fa Notation, showing the transitions

by the use of bridge-notes : —
40. B. St. J. B. Joule.
^
¥
1^^
-fn-
-TTT-
■d A
t!
ou
S3-
r=r
^
i
1^^
rJ -^- rj J.
-n-rr-
-S=
=S=
^?^
PRACTICAL EXERCISES. 43
CHAPTER V.
41. Write the Time-names of Exercise 29.
42. Write the Time-names of Exercise 31.
CHAPTER VI.
43. Copy the first four measures of the Easter Hymn, printed
at the beginning of Chapter III., and write under the bass the
Tonic Sol-fa Chord-names and positions.
44. Translate into Tonic -Sol-fa Notation, Joule's Chant,

Exercise 40, and write under the bass the Tonic Sol-fa Chord-
names and positions, marking also the discords. Note that the
third inversion of a discord is called the d position.
CHAPTER VIII.

pulse : —
IS-
Key p. J. Kent.
yls :— It, :d Ir :— || s :— |f.pi:r.d d :t, Id :— 11

46.
Key Abi lah is F- ]• Kent.
(In :— Ise, :I| I ti :— lln :— I r .d :ti.li| 1| rsoj I li :-
Translate into Staff Notation, treble clef, a crotchet to a

pulse : —
47- ,
Key EP. lah is C- S. Reay.
|:1 In :r |d :*..l,ln \—\v. ;ba|8e:l |t:r'.d|t :— I— |

48.
Key C< lah <s A- Henry Smart.
(:l.sell :t l8«.ba:se.I| t :seln :l.sei 1 :se 1 1 :n |d':— |— 1|

I I I I I "
44-
TONIC SOL-FA.
Translate into Tonic Sol-fa Notation ;

49-
i
i
La Trode.
^3
Ja ^ ^
K^
Handel.
so. Hani
CHAPTER IX.
Translate into Staff Notation, with the signature of E flat

(not C flat) throughout.
51-
Key Cb- G. A. Macfarren. "Joseph."
:t .t I d' :- .r' :n' II :£' : .d' I d' :- .r' :n'
(:t .t I d' :- .r' :n' 11 :£' : .d' I d' :- .r' :n' 1

1 1 1 :f' :d' .d',r'j n' :— :n' 1 1 :- ji' :d' .1 1
fE\>-
(I
t»f.,f :s : Ir :f :n .n 1 f :s :1 1 1
I I I
NOVELLO, EWER & CO.'S
MUSIC PRIMERS
EDITED BY
SIR JOHN STAINER.
Mill ll> nil
1. The Pianoforte {Price ss:) E. Pauer.
2. The Rudiments op Music {Price is.) W. H. Cumminqs.
3. The Organ {Price zs.) J. Stainer.
4. The Harmonium {Price as.) King Hall.
5. SiNGiNQ (Pnce 4s. ; Paper boards, ^s.) A. Randegger.
6. Speech in Song (Singer's Pronouncing Primer) (Price 2S.)
A. J. Ellis, f.r.s.
7. Musical Forms {Price as.) E. Pauer.
8. Harmony {Price as.) J. Stainer.
9. Counterpoint {Price zs.) J. F. Bridge.
10. Fugue {Price as.) James Higgs.
11. Scientific Basis of Music {Price is.) W. H. Stone.
la. Double Counterpoint {Price zs.) J. F. Bridge.
13. Church Choir Training {Price is.) ... Rev. J. Troutbeck.
14. Plain Song {Price as.) Rev. T. Helmore.
15. Instrumentation {Price 2s.) E. Prout.
16. The Elements of the Beautiful in Music {Price is.) E. Pauer.
17. The Violin {Price as.) Berthold Tours.
18. Tonic Sol-fa {Price is.) J. Curwbn.
ig. Lancashire Sol-fa {Price is.) James Greenwood.
ao. Composition {Price zs.) J. Stainer.

21. Musical Terms {Price is.) Stainer and Barrett.
aa. The Violoncello {Price as.) Jules de Swert.
as. Two-part Exercises (396) (Pnce IS.) James Greenwood.
a4. Double Scales {Price is.) Franklin Taylor.
25. Musical Expression {Price 3s.) Mathis Lussy.
26. Solfeggi {Price ^s. ; Paper boards, 5s.) ... Florence Marshall.
a7. Organ Accompaniment {Price as.) J. F. Bridge.
a8. The Cornet {Price as.) H. Brett.
29. Musical Dictation, Part i (Price is.) Dr. Ritter.
30. Musical Dictation, Part a (Price as.) Dr. Ritter.
31. Modulation (Price zs.) James Higgs.
32. Double Bass (Price ^s.) A. C. White.
3aA.AppENDix TO Double Bass {Price ^s.) A. C. White.
33. Extemporization {Price as.) F. J. Sawyer.
34. Analysis of Form (Price as.) H. A. Harding,
35. 500 Fugue Subjects and Answers {Price 3s.) A. W. Marchant.
36. Hand Gymnastics (Price is. 6d.) T. Ridley Prentice.
37. Musical Ornamentation, Part i (Price 5s.; Paper boards, 6s.)
Ed. Dannreuther.
38. Transposition (Price as.) J. Warriner.
39. The Art of Training Choir Boys (Price 3s.) ... G. C. Martin.
39A. Do. (Exercises only) (P«ce IS.) ... G.C.Martin.
40. Biographical Dictionary of Musicians (Price as.) W. H. Cummings.
41. Examples in Strict Counterpoint (Price 3s.) Gordon Saunders.

4a. Summary op Musical History (Price as.) ... C. H. H. Parry.
(to be continued.)
Aity of the above may be had strongly bound in boards, price 6d. each extra.
ORATORIOS, CANTATAS, &c.

PRICE ONE SHILLING EACH.
Anderton, T.— The Norman Baroh.

— — The Wreck of the Hesperus.
Aspa, E< — The Gipsies.
AstOVga — Stabat Mater.
Bach — God so loved the World.
God goeth up with shouting.
God's time is the best.
My spirit was in heaviness.
O Light everlasting.
Bide with us.
A stronghold sure.
- — • Magnificat.
Thou Guide of Israel,
Jesu, priceless Treasure.
Jesus, now will we praise Thee.
When will God recall my spirit.
Barnby, J. — Rebekah.
BeethOTen — The choral Fantasia.
The Choral Symphony (the Vocal
portion).
- — Engedi,
—— Mount of Olives.
Mass, in C (Latin Words).
*Mass, in C.
Ruins of Athens.
Bendl, Karel. — Water -Sprite's Re-

venge (Female Voices).
Bennett, Sir W. S. — Exhibition Ode,

i862.
Betjemann, G. R. — The Song of the
Western Men.
BlaiP, Hngh. — Harvest-tide.
Brahms, J> — a Bono of Destiny.
Bridge, J. P. — 'Rock of Ages.

— - The Inchcape Rock.
The Lord's Prayer.
Bunnett, E.— out of the deep (Ps. 130).

Carissimi — Jephthah.
Cherubini — »Requiem Mass, in C minor.
Third Mass, in A (Coronation).
Fourth Mass, in C.
Costa, Sir U. — The Dkeah,
Ellicott, Rosalind F. — Elysium.
Franz, Robert. — praise ye the Lord
(117th Psalm).
Oade, Niels W.— Zioh.
Spring's Message. 8d.
Christmas Eve.
The Erl-Kihg's Daughter.
Garrett, G, — Harvest Cantata.

Garth, R, U. — The Wild Huntsman.
Gaul, A. R. — A Song of Life.
Gluck— Orpheus (Act II.)
Goetz, Hermann. — by the Waters of

Babylon.
NCEHIA.
Goodhart, A, H. — earl Haldah's

Daughter.
Gounod, Ch. — De Profundis (Ps, 130).
Ditto (Out of Darkness).
Messe Solennelle (Latin Words).
The Seven Words of our Saviour on

THE Cross.
Daughters of Jerusalem,
*Gallia,
Grimm, J. 0. — The Soul's Aspiration.
Heoht, E. — O MAY I JOIN the Choir In-

visible.
Handel. — Chandos Te Deuh.
Ode on St. Cecilia's Day.
The Ways of Zion,
- — Messiah (Pocket Edition).
Israel in Egypt (Ditto).
Judas Maccab/eus (Ditto),
Dettingeh Tb Deuu,
Utrecht Jubilate.
O Praise the Lord.
Acis AND Galatea.
Acis AND Galatea. Edited by J,
Barnby.
O come, let us sing unto the Lord.
Haydn. — the Creation (Pocket Edition).
Spring. Summer. Autumn. Winter.
*FiRST Mass, in B flat,
First Mass, in B flat (LaUn).
Second Mass, in C (Latin).
— - Third Mass (Imperial), (Latin).
*Third Mass (Imperial).
*Te Deuh.
Hiller, Dr. — a Song of Victory.
Hofmann, H. — Sono of the Nobni

(Female Voices).
ORATORIOS, CANTATAS, Sac— continued.
Hummel. — FiSst Mass, in B flat.
Second Mass, in E flat.
Third Mass, in D.
Husa, H. H. — Ave Maria (Female Voices).
Iliffe, Ft — St. John the Divine.
Jensen, A* — The Feast of Adonis.
Kilborn, N. — The Lord is my Shepherd.
Leo, Leonardo. — Dixit Dominus.
Lloyd, C. Harford. — The Sono of
Balder.
MaoCann,H. — Lord Ullin's Daughter.
Macfarren, G. A. — Outward Bound,

May Day.
Mackenzie, A. G. — The Bride.
Mee, J. H. — Horatius (Male Voices).
Mendelssohn. — St.Paul (Pocket Edition).

Elijah (Pocket Edition),
LORELEY.
Hymn of Praise.
As the Hart Pants.
Come, let us Sing.
When Israel OUT OF Egypt came.
Not UNTO us.
Lord, how long.
Hear my Prayer.
The First Walpurgis Night.
Midsummer Night's Dream.
Man is Mortal.
Festgesanq (Hymns of Praise).
Festgesanq (Male Voices).
Christus.
To THE Sons of Art.
*AvE Maria (Saviour of Sinners).
*Three Motets (Female Voices).
Meyerbeer. — gisT Psalm (Latin Words).

giST Psalm (English Words).
Mozart. — King Thamos.
*FiRaT Mass.
Seventh Mass (Latin).
Twelfth Mass (Latin).
^♦Twelfth Mass.
Requiem Mass (Latin),
^*Requiem Mass.
Mundella, E. — Victory of Song (Female

Voices).
Parker, H. W. — The Kobolds.
Parry, C. H* H. — -Blest Pair of Sirens.

The Glories of our Blood and State.
Pergolesi. — Stabat Mater (Female V.).
Pinsnti, C. — Phantoms.
The Works marked * have
Prout, E. — Freedom.
The Hundredth Psalm.
Purcell* — Te Deum and Jubilate, in D.

Read, J. P. H.— in the Forest (Male V.).
Romberg. — The Lay of the Bell.
The Transient and the Eternal.
Rossini.— *stabat Mater.
Sach, Ed. — Water Lilies.

Sangster, W. H.— elysium.
Schubert. — Song of Miriam.

Mass, in A flat.
Mass, in B flat,
Mass, in C.
Mass, in F.
Mass, in G.
Schumann. — The Pilgrimage of the

Rose.
The King's Son.
Mignon's Requiem.
Advent Hymn, "In Lowly Guise."
Manfred.
New Year's Song.
Schutz, H. — The Passion of our Lord.

Silas, E.— Mass, in C.
Smith, Alice Mary. — The Song of the

Little Baltung (Men's Voices).
Ode to the North-East Wind.
— - The Red King (Men's Voices).

Spohr. — The Last Judgment.
' God, Thou art Great.
The Christian's Prayer.
Hymn to St. Cecilia.
Such, E. C— God is our Refuge (Psalm 46).
Sullivan, A. — Exhibition Ode.

Festival Te Deum.
Thomas, A. Goring.— The Sun Wor-

shippers.
Thorne, E. H* — Be Merciful unto me.
Yan Bree. — St. Cecilia's Day.
Waller, Hilda. — The Singers (Female

Voices).
Weber, C. M. von. — Preciosa.

*Mass, in G.
*Mass, in E flat.
Jubilee Cantata.
Three Seasons.
Wesley, S. — Dixit Dominus.

Wesley, S. S. — O Lord, Thou art my God.
Wood, C. — Ode to the West Wind.
Latin and English Words.
LONDON AND NEW YORK : NOVELLO, EWER & CO,
NOVELLO, EWER & CO.'S
MUSIC PRIMERS
EDITED BY
Sir J OHN STAI NER.
1. Thk Pianoforte (Price 2s.) - - - E. Pauek.
2. The Rudiments of Music (Price is.) W. II. Cummings.
3. The Organ (Price 2s.) ■---]. Stainer.
4. The Harmonium (Price 2s.) - - - King Hall.
5. Singing (Price 4s. Paper Boards, 5.";.) A. Kandegger.
6. Speech in Song (Singer's Pronouncimg
Primer) (Price zs.) - - - A. J. Ellis, f.r.s.
7. Musical Forms (Price 2s.] - - - E. Pauer.
8. Harmony (Price 2s.) J. Stainer.
g. Counterpoint (Price 2s.) - - - - Dr. Bridge.
10. Fugue (Price 2s.) ----- James Higgs.
11. Scientific Basis of Music (Price is.) - Dr. Stone.
12. Double Counterpoint' (Price 2s.) - - Dr. Bridge.
13. Church Choir Training (Price is.) Rev. J. Troutbeck.
14. Plain Song (Price 2s.) - - - Rev. T. Helmgre.
15. Instrumentation (Price 2s.)- - - - E. Prout.

16. The Elements of the Beautiful in
Music (Price is.) E. Pauer.
17. The Violin (Pric' 2s.) - - - Berthold Tours.
18. Tonic Sol-fa (Price is.) . - - . J. Curwen.
19. Lancashire Sol-fa (Price is.) - James Greenwood.
20. Composition (Price 2s.) - - - - J. Stainer.
21. Musical Terms (Price is.) - Stainer and Barrett.

£2. The Violoncello (Price as.) - - Jules de Swert,
23. Two-part Exercises (396) (Price is.) James Greenwood.
24. Double Scales (Price is.) - - Franklin Taylor.
25. Musical Expression (Price ^s.) - Mathis Lussy.
26. Solfeggi (Price 4s. Paper boards, 5s.) F. A. Marshall.
Or, in Three Parts, is. 6d. each.
27. Organ Accompaniment (Price 2s.) - - Dr. Bridge.
28. The Cornet (Price 2s.) - - - - H. Brett,
29. Musical Dictation, Part i (Price is.) - Dr. Ritter.
30. Musical Dictation, Part 2 (Price 2s.) - Dr. Ritter.
31. Modulation (Price 2s.) . - . . James Higgs.
32. Double Bass (Price 2s.) - • - - A. C. White.
33. Extemporization (Price zs.) - - - Dr. Sawyer.
34. Analysis of Form (Price 2s.) - - H. A. Harding.
35. 500 Fugue Subjects (Pnce 3s.) - Arthur W.Marchant.
36. Hand Gymnastics (I'rice is. 6d.) T. Ridley Prentice.
37. Musical Ornamentation (««/AgPr«ss) Ed. Dannreuther.
(to be continued.)
Any of the above may be had strongly bound in boards, price 6d. each extra.
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LONDON & NEW YORK: NOVELLO, EWER AND CO.