taught, and both forms practised to give plenty of freedom in the new
tonality. The various minor keys should then be taken in the same order
as that in which the major keys were taken.

It is advisable to limit the work at first to melodies which do not
modulate to the relative major. Later on, when the children are fairly
fluent, they can take these. At first they will have to make use of
'bridge-notes' at the modulation, but, with a little practice, they will
soon be able to sing at sight to _lah_.

_Part-singing._

Children should not be allowed to sing part-songs until they can sing at
sight in parts. The reason for this is that in the majority of
part-songs the under parts are written too low for the child voice, and
if they are _practised_ several times in succession, harm is likely to
result. If, on the other hand, the songs can be read at sight, the parts
can be interchanged, and the voices of the children do not suffer to the
same extent. The greatest difficulty in teaching part-singing is a moral
one: a child who takes an under part does not like the feeling of some
one singing above her. The voices must be divided carefully for this
work--some teachers prefer to get the balance on the side of the under
parts, in order to avoid the feeling that it is necessary to shout in
order to be heard! The ideal plan is to interchange the parts freely at
the same lesson.

Exercises should be chosen at first in which the under part starts on a
fairly high note and, if possible, before the upper part enters, in
order to give confidence. The under part should also move freely, and
should not consist of long holding notes. Exercises in which the parts