CHORDS IN THE LIGHT OF THEIR ORIGIN 283 



be presented with and without harmonic prescriptions. 

 For illustration we will take the first of the above 

 parallel exercises in major and minor. Present these 

 melodies without harmonic numbers and ask the 

 student for their harmonic self-reports. He will 

 respond with the following: — 



Major Minor 



1113 1 X X X 3 X 



i 



I 



-<s- 



-^ 



Setting out with a distinct perception of these com- 

 mon harmonic reports asserted by the melody itself 

 the student has a great advantage for he is thus 

 enabled to distinguish between such self-reports of 

 natural harmony and the personally selected reports 

 of selected harmony. In short, he learns what is the 

 difference between self-reported harmony and per- 

 sonally selected harmony, between reports perceived 

 and reports conceived, all of which he cannot learn 

 from a given bass. Now change the harmonic num- 

 bers of these parallel exercises as follows and ask the 

 student which harmonies are self-reported and which 

 are selected. 



Major 



The student will answer: the second harmony in 

 both exercises is selected, all the others are self- 

 reported. Next ask the student to conceive other 

 harmonizations of the same melodies restricting him- 

 self of course to the ground forms of the primary 



