Lesson X.


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Theory of the Temperament.

The instructions given in Lessons VIII and IX cover the subject of temperament pretty thoroughly in a way, and by them alone, the student might learn to set a temperament satisfactorily; but the student who is ambitious and enthusiastic is not content with a mere knowledge of how to do a thing; he wants to know why he does it; why certain causes produce certain effects; why this and that is necessary, etc. In the following lessons we set forth a comprehensive demonstration of the theory of Temperament, requirements of the correct scale and the essentials of its mathematics.

Equal Temperament.—Equal temperament is one in which the twelve fixed tones of the chromatic scale* are equidistant. Any chord will be as harmonious in one key as in another.

Unequal Temperament.— was practiced in olden times when music did not wander far from a few keys which were favored in the tuning. You will see, presently, how a temperament could be set in such a way as to favor a certain key (family of tones) and also those keys which are nearly related to it; but, that in favoring these keys, our scale must be constructed greatly to the detriment of the “remote” keys. While a chord or progression of chords would sound extremely harmonious in the favored keys, they would be so unbalanced in the remote keys as to render them extremely unpleasant and almost unfit to be used. In this day, when piano and organ music is written and played in all the keys, the unequal temperament is, of course, out of the question. But, strange to say, it is only within the last half century that the system of equal temperament has been universally adopted, and some tuners, even now, will try to favor the flat keys because they are used more by the mass of players who play little but popular music, which is mostly written in keys having flats in the signature.

Upon the system table you will notice that the first five tones tuned (not counting the octaves) are C, G, D, A and E; it being necessary to go over these fifths before we can make any tests of the complete major chord or even the major third. Now, just for a proof of what has been said about the necessity of flattening the fifths, try tuning all these fifths perfect. Tune them so that there are absolutely no waves in any of them and you will find that, on trying the chord G-C-E, or the major third C-E, the E will be very much too sharp. Now, let your E down until perfect with C, all waves disappearing. You now have the most perfect, sweetest harmony in the chord of C (G, C, E) that can be produced; all its members being absolutely perfect; not a wave to mar its serene purity. But, now, upon sounding this E with the A below it, you will find it so flat that the dissonance is unbearable. Try the minor chord of A (A-C-E) and you will hear the rasping, throbbing beats of the too greatly flattened fifth.

So, you see, we are confronted with a difficulty. If we tune our fifths perfect (in which case our fourths would also be perfect, our thirds are so sharp that the ear will not tolerate them; and, if we tune our thirds low enough to banish all beats, our fifths are intolerably flat.

The experiment above shows us beautifully the prominent inconsistency of our scale. We have demonstrated, that if we tune the members of the chord of C so as to get absolutely pure harmony, we could not use the chord of A on account of the flat fifth E, which did duty so perfectly as third in the chord of C.

There is but one solution to this problem: Since we cannot tune either the fifth or the third perfect, we must compromise, we must strike the happy medium. So we will proceed by a method that will leave our fifths flatter than perfect, but not so much as to make them at all displeasing, and that will leave our thirds sharper than perfect, but not intolerably so.

We have, thus far, spoken only of the octave, fifth and third. The inquisitive student may, at this juncture, want to know something about the various other intervals, such as the minor third, the major and minor sixth, the diminished seventh, etc. But please bear in mind that there are many peculiarities in the tempered scale, and we are going to have you fully and explicitly informed on every point, if you will be content to absorb as little at a time as you are prepared to receive. While it may seem to us that the tempered scale is a very complex institution when viewed as a specific arrangement of tones from which we are to derive all the various kinds of harmony, yet, when we consider that the chromatic scale is simply a series of twelve half-steps—twelve perfectly similar intervals—it seems very simple.

Bear in mind that the two cardinal points of the system of tuning are:

1. All octaves shall be tuned perfect.

2. All fifths shall be tuned a little flatter than perfect.

You have seen from Lesson VIII that by this system we begin upon a certain tone and by a circle of twelve fifths cover every chromatic tone of the scale, and that we are finally brought around to a fifth, landing upon the tone upon which we started.

So you see there is very little to remember. Later on we will speak of the various other intervals used in harmony: not that they form any prominent part in scale forming, for they do not; but for the purpose of giving the learner a thorough understanding of all that pertains to the establishing of a correct equal temperament.

If the instruction thus far is understood and carried out, and the student can properly tune fifths and octaves, the other intervals will take care of them-selves, and will take their places gracefully in any harmony in which they are called upon to take part; but if there is a single instance in which an octave or a fifth is allowed to remain untrue or untempered, one or more chords will show it up. It may manifest itself in one chord only. A tone may be untrue to our tempered scale, and yet sound beautifully in certain chords, but there will always be at least one in which it will "howl." For instance, if in the seventh step of our system, we tune E a little too flat, it sounds all the better when used as third in the chord of C, as we have shown in the experiment mentioned on page 94 of this lesson. But, if the remainder of the temperament is accurate, this E, in the chord in which E acts as tonic or fundamental, will be found to be too flat, and its third, G sharp, will demonstrate the fact by sounding too sharp.

The following suggestions will serve you greatly in testing: When a third sounds disagreeably sharp, one or more fifths have not been sufficiently flattened.* While it is true that thirds are tuned sharp, there is a limit beyond which we cannot go, and this excessive sharpness of the third is the thing that tuners always listen for.

The fundamental sounds better to the ear when too sharp. The reason for this is the same as has already been explained above; namely, if the fundamental is too sharp the third will be less sharp to it, and, therefore, nearer perfect.

After you have gone all over your temperament, test every member of the chromatic scale as a fundamental of a chord, as a third, and as a fifth. For instance: try middle C as fundamental in the chord of C (G-C-E or E-G-C or C-E-G). Then try it as third in the chord A flat (E flat-A flat-C or C-E flat-A flat or A flat-C-E flat). Then try it as fifth in the chord of F (C-F-A or A-C-F or F-A-C). Take G likewise and try it as fundamental in the chord of G in its three positions, then try it as a third in the chord of E flat, then as fifth in the chord of C. In like manner try every tone in this way, and if there is a falsely tempered interval in the scale you will be sure to find it.

You now understand that the correctness of your temperament depends entirely upon your ability to judge the degree of flatness of your fifths; provided, of course, that the strings stand as tuned. We have told you something about this, but you may not be able at once to judge with sufficient accuracy to insure a good temperament. Now, we have said, let the fifths beat a little more slowly than once a second; but the question crops up, How am I to judge of a second of time? The fact is that a second of time is quickly learned and more easily estimated, per-haps, than any other interval of time; however, we describe here a little device which will accustom one to estimate it very accurately in a short time. The pendulum oscillates by an invariable law which says that a pendulum of a certain length will vibrate always in a corresponding period of time, whether it swings through a short arc or a long one. A pendulum thirty-nine and a half inches long will vibrate seconds by a single swing; one nine and seven-eighths inches long will vibrate seconds at the double swing, or the to-and-fro swing. You can easily make one by tying any little heavy article to a string of either of these lengths. Measure from the center of such heavy article to the point of contact of the string at the top with some stationary object. This is a sure guide. Set the pendulum swinging and count the vibrations and you will soon become quite infallible. Having acquired the ability to judge a second of time you can go to work with more confidence.

Now, as a matter of fact, in a scale which is equally tempered, no two fifths beat exactly alike, as the lower a fifth, the slower it should beat, and thus the fifths in the bass are hardly perceptibly flat, while those in the treble beat more rapidly. For example, if a certain fifth beat once a second, the fifth an octave higher will beat twice a second, and one that is two octaves higher will beat four times a second, and so on, doubling the number of beats with each ascending octave.

In a subsequent lesson, in which we give the mathematics of the temperament, these various ratios will be found accurately figured out; but for the present let us notice the difference between the actual tempered scale and the exact mathematical scale in the point of the flattening of the fifth. Take for example 1C, and for convenience of figuring, say it vibrates 128 per second. The relation of a fundamental to its fifth is that of 2 to 3. So if 128 is represented as 2, we think of it as 2 times 64. Then with another 64 added, we have 192, which represents 3. In other words, a fundamental has just two-thirds of the number of vibrations per second that its fifth has, in the exact scale. This would mean a fifth in which there would be no beats. Now in the tempered scale we find that G vibrates 191.78 instead of 192; so we can easily see how much variation from the mathematical standard there is in this portion of the instrument. It is only about a fourth of a vibration. This would mean that, in this fifth we would hear the beats a little slower than one per second. Take the same fifth an octave higher and take 2C as fundamental, which has 256 for its vibration number. The G, fifth above, should vibrate 384, but in the tempered scale it beats but 383.57, almost half a vibration flat. This would give nearly 2 beats in 3 seconds.

These figures simply represent to the eye the ratios of these sounds, and it is not supposed that a tuner is to attain to such a degree of accuracy, but he should strive to arrive as near it as possible.

It is well for the student to practice temperament setting and regular tuning now if he can do so. After getting a good temperament, proceed to tune by octaves upward, always testing the tone tuned as a fifth and third until his ear becomes sufficiently true on the octave that testing otherwise is unnecessary. Tune the overstrung bass last and your work is finished. If your first efforts are at all satisfactory you should be greatly encouraged and feel assured that accuracy will reward continued practice.

Questions on Lesson X.

  1. What is meant by the term “equal temperament”?
  2. What is meant by the term “unequal temperament”?
  3. Webster defines the term “temperament” thus: “A system of compromises in the tuning of pianofortes, organs, etc.” Explain fully what these compromises are.
  4. In testing chords to ascertain if temperament is correct, what is the main thing to listen for as a guide?
  5. In what three chords would you try the tone A, in testing your temperament?
  6. With what results have you demonstrated the experiments in this and the previous lesson?