Translation:Méthode de serpent
METHOD
FOR SERPENT
adopted by the Imperial Conservatoire
Of Music
For the purposes of Worship
and Military Service
Price 15 francs
IN PARIS
At the Music Store of the Imperial Conservatory, Rue du Faubourg-Poissonnière, No. 11 at the corner of Rue Bergère.
PRELIMINARY
EXERCISES
AND LESSONS
OF GRADUATED DIFFICULTY
We warn our readers that for everything concerning the principles of music, we commit them to use the Conservatory method.

CONSERVATORY OF MUSIC
DECREES ON THE ADOPTION OF A SERPENT METHOD
General Assembly of the members of the Conservatory.
25 August 1812
Under the Rules of Conservatory Regulations, a special commission composed of Messieurs Gossec, Roze, Ozi and Rogat, which was assembled to formulate a serpent method for teaching in the Conservatory of Music, presents their completed work at the General Assembly.
The assembly heard with satisfaction the reading of this book and recognized it as useful for the service of worship and for military service; and adopted it unanimously for teaching in the Conservatory.
SARRETTE (President).
Director of the Conservatory of Music.
Considering the adoption by the Conservatory of Music on 25 August 1812, and pursuant to section 68 of the Regulations,
Decree:
The Serpent method adopted by the General Assembly of the members of the Conservatory will serve as the basis for teaching in the classes of the Conservatory.
SARRETTE.
The use of this serpent is much easier for military service than the former serpent; we hold the lower part on the right side, like the bassoon.
Because of this ease, the inventor named it a military serpent.

This serpent has all the qualities of the other, the same fingering, the same inconvenience of the high and middle C; but the sound is brighter, and the body is not covered with leather as it is with the old serpent.
METHOD
FOR THE STUDY OF THE SERPENT
ORIGIN AND EMPLOYMENT OF THE SERPENT.
The serpent has the same nature as the cornett. Its name comes from its shape, which for the greatest convenience is folded on itself given that the tube of the instrument, at six feet long, would have been too cumbersome to wield.
Edme Guillaume, canon of Auxerre Cathedral and treasurer of the bishop, the famous Jacques Amyot,[2] imagined this instrument in 1590: he first employed it in concerts performed at Amyot; in the simple music of this time, this instrument supported the tone in the unisons; it was then perfected as a bass instrument in the music of the great churches. Since then it has been employed with some advantages in military music.
Until now its primitive form had seemed the most convenient; but an instrument maker of Paris, Monsieur Piffault, has tried successfully to change it, see Figure 2e This form is preferable to the original for use in military music for marching infantry, but not so useful for cavalry; a more appropriate service must be found; it is up to instrument makers to see if the tubing of the serpent cannot be coiled, as it is on the horn.
HOW TO HOLD THE SERPENT.
There are several ways to hold the serpent; the oldest, probably indicated by Edme Guillaume, and which is still practiced generally in churches, is to hold it in a vertical position.
L'Abbé Lunel[3] changed the way he held the serpent, placing it diagonally, resting its second curve on the left wrist, leaving this hand freer and allowing the holes to be stopped with the middle of the last phalange: knuckle? (the pad of the last phalange of the finger is meant, distinct from and lower down than the fingertip), a procedure preferable to the first.
The use of serpents in military music requires a third way dictated by the nature of military service.
The serpent is held almost horizontally so that its lower part is placed out of the line of the body, leaving the knees with freedom of movement required to march and especially the quick step.
While this is usually followed in the infantry service, we will describe a fourth way which must be preferred by the mounted musician and which can be adopted usefully for the general use of the serpent as long as it retains its primitive form: one places the instrument in an absolutely horizontal position, one passes the right hand through the last curve formed by the bell, by this means one supports it and one closes the last three holes with more ease than one can by the ways described above.
If, as indicated above, a form similar to that of the horn can be realized, it will certainly be the one that best suits the use of the serpent. It will be much less cumbersome, and will determine a new way to hold this instrument.
ON THE MOUTHPIECE.
The mouthpiece is a small cup, usually made of ivory, which is inserted into a curved tube called the bocal.
The cup may vary in its proportions, but must be subordinate to the size of the lips of the player. The opening of the mouthpiece, which is used to introduce air into the instrument tube, must not be too large or too small.
The mouth must be placed on the middle of the mouthpiece so that the upper and lower lips are also covered.
EMBOUCHURE EXERCISE.
As with all the instruments in the cornett family, execution depends mainly on the embouchure.
In this sense we are not concerned with the shape of the mouth; but the art of making the air introduced by the performer resonate in the tube of the instrument, is what figuratively is called the embouchure.
Two musicians with the same lip conformation may have one with a good embouchure, the other less so; this difference determines the quality of the sound that each gets from the instrument.
A good embouchure is the result of a special and careful study.
For the first exercise of the serpent, the bocal is detached from the instrument, we place the mouthpiece as we have indicated, then we start the ranges by articulating the sounds (see page 4). This preliminary work, repeated a few times, gives security to the lips and sharpness to the articulation.
It is preferable that the student be familiar with the embouchure before becoming preoccupied with holding and sounding the instrument. When he arrived at this level, the bocal being replaced he chooses to hold the serpent one of the ways described, but we advise that the last we have indicated, as the most natural and most satisfying for all services; then the player will take care of fingering and sound formation.
ON FINGERING.
To take advantage of the serpent one must add to the study of the embouchure that of good fingering. We indicate one in the attached fingering chart, which is the result of the research done by the best teachers.
It is through the exercise of these two essential parts of the art to play the serpent that the pupil will manage to make rapid progress, that he will be able to acquire correctness, assurance of the notes, good tone, and finally the means of controlling the equality of the sound; as much as this instrument is susceptible to it, because it has vicious sounds that are very difficult to correct, diligent work and the intelligence of the performer are the surest means to achieve this. Nevertheless one can perform on the serpent, by means only of its mouthpiece, a few simple bass notes, it is the only resource that this instrument offers to non-musicians for use in lectern service; But since this is not the only goal that one should set when studying this instrument, we insist on careful study of fingering.
In order to obtain clarity in execution, care must be taken to place your fingers on the instrument so that they can act freely and effortlessly as necessary, they must be held against the holes so that each must close and open, taking care, in their action, that they do not slip, but strike precisely.
ON THE FORMATION OF SOUND.
The sound is the result of the introduction of the player's breath into the serpent tube through the bocal. This breath produces an air column that receives the action of the tongue, lips, and fingering, with various modifications that determine the sounds that can be obtained from the instrument. See the fingering chart.
ON ARTICULATION.
The action of the tongue alone, used as a valve in the emission of the breath, determines the articulation, without which the sound would be loose and monotonous; Not only do they give strength and clarity to the sound, but they have the advantage of sparing the performer, by only requiring the volume of air from the chest sufficient for the articulation of each sound.
It is understood that by saving the breath one prolongs the duration, a generally important objective for those engaged in the study of wind instruments, but even more so for the serpent because of the volume of its tubing.
The syllable du is used for the slurred sounds and tu for the detached sounds.
Example.

ON PRODUCING GOOD SOUND.
The rules of fingering alone are not sufficient to play the serpent well, which in this regard is one of the most difficult instruments, but one who is organised can, with particular work, and listening carefully to the sounds of the notes, manage to play it well.
The sounds of all the notes on the instrument, produced either by modifying the embouchure or fingering, must be formed first in the imagination, and if it happens that the inner feeling is false, the sound produced will become so too. Now as there is no method to teach chanter juste: perfect pitch?, that is to say, to teach how to produce with the voice a determined intonation; or to sing in unison with some note, there is also not, in the same sense, a way to teach playing so on the serpent. Musical knowledge is therefore here the first condition required, and the student who received it from nature must, before putting lips on the instrument, have acquired, through the exercise of the solfege, the habit of comparing the sounds, measuring the intervals, and grasping the intonations.
ON THE EQUALITY OF SOUND.
The equality of the voice of the instrument is the complement to all the conditions that must be met in order to have a good quality of sound.
This equality derives from that of the interlocking sounds and is obtained, as far as possible on the serpent, by avoiding giving too much strength to the brightest notes of the instrument, such as the pedal D and A, and artfully modifying them to bring out with more advantage and ease other notes that are naturally veiled or weak.
We will therefore get used to placing the sounds equally, by swelling or decreasing them with the same care, to play sparingly the easy sounds to focus on those that are less so. It will be through this essential study, indispensable to obtain equal sounds, round and mellow, that the student will succeed in acquiring a beautiful quality of sound.
ON TRILLS.
The trill, improperly called a cadence, is the alternation of two notes, consisting of the main note and a small note or grace note placed on it.
The trill or cadence is indicated by the sign or
The trill in its full extent, which is practiced on the final cadence (also called organ point or final point), must be executed as in this example.
On C

This trill is done with the right-hand middle finger, and would be too hard an octave higher.
On F
Play by alternating the first two fingers of the right hand.
Example.

In D major or minor
This trill can only be done like on the horn and tumpet, i.e. by the action of the lips.
Example.

The trill up to D is done by lifting the first two left-hand fingers, coming from the D which is all closed.
Example.

It is very difficult to play other trills on the serpent, by its opposed nature, its character, and the weight of its sound makes them useless.
PART ONE.
FIRST EXERCISES.
To form the right sounds in all the following scales, you must always have the fingering table before you.
SIMPLE SCALES.









as in the following example.








Exercises of different intervals










EXERCISES
Give in the same time the value of the notes and the different intervals








Note these short lessons will immediately follow the exercises.
Lessons graduated by difficulty.

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PART TWO.
Second Exercises.







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\break
\once \stemDown c4 e8. e16 d4 g8. g16 | e4 c8. c16 b4 g8. g16
c,8 c' g e c c' g e | c4 r c'2 | c,2 r
\bar ".."
s1 \bar "" s1 \bar ""
}
>>](http://upload.wikimedia.org/score/j/w/jwuk32xdda58fz3xuw9j02t8bo5em2m/jwuk32xd.png)
![\version "2.20.1"
\layout {
system-count = #6
indent = #10
\context { \Score \omit BarNumber }
}
\new ChoirStaff \with {
systemStartDelimiter = #'SystemStartBrace
instrumentName = "Roze."
}
<<
\new Staff
\relative {
\override Staff.Rest.style = #'classical
\clef bass \key f \major
\time 2/2
f2 \fermata r8. c16 d8. e16 | f4 f, r8. \stemUp c'16 d8. e16
\stemNeutral f4 f, r8. c'16 f8. a16 | g4 c, r8. e16 g8. bes16
g4 c, r8. e16 g8. bes16 | a4 f r8. f16 a8. c16
\break
d4 d,8. d'16 c4 c,8. c'16
bes4 bes,8. bes'16 bes4 bes,8. bes'16
bes2~ bes8. g16 bes8. g16 | bes1 \fermata
r8. f16 e8. f16 g4 c | a8. f16 e8. f16 g4 c
a8. a16 f8. a16 g4 c,
\break
f8. a16 c8. a16 f4 r \fermata
\bar ".."
r2 r4 a | g4. a16 b16 c4 d | e4. b8 c4 d
\grace c8 b4. a8 g4 r
\override Stem.length-fraction = #0.5
c \stemUp c,8. \stemNeutral c'16
\override Stem.length-fraction = #1.0
b2
a8. b16 c8. a16 g2
\break
\override Stem.length-fraction = #0.5
c8[ -! \stemUp c,]-! \stemNeutral
\override Stem.length-fraction = #1.0
c'16 ( e d c )
\override Stem.length-fraction = #0.5
b8[-! \stemUp b,]-! \stemNeutral
\override Stem.length-fraction = #1.0
b'16 ( d c b )
\override Stem.length-fraction = #0.5
a8[-! \stemUp a,]-! \stemNeutral
\override Stem.length-fraction = #1.0
a'16 ( c bes a ) g4 r8 g
\override Stem.length-fraction = #0.5
a8[ \stemUp a,] \stemNeutral
\override Stem.length-fraction = #1.0
r g'
\override Stem.length-fraction = #0.5
\stemDown f[ \stemNeutral f,]
\override Stem.length-fraction = #1.0
r e'
\override Stem.length-fraction = #0.5
\stemDown d8[ \stemNeutral d,]
\override Stem.length-fraction = #1.0
r f'16 e d4. e16 f
\override Stem.length-fraction = #0.5
\stemDown g8[ \stemNeutral g,]
\override Stem.length-fraction = #1.0
r f'
\override Stem.length-fraction = #0.5
\stemDown e[ \stemNeutral e,]
\override Stem.length-fraction = #1.0
r d'
\break
c8 c, r e'16 d \once \stemDown c4. d16 e | f8 f4 f f f8
f1 \fermata | e2~ e8 [ f16 g ] a b c d
e4 c r a | f4.-+ e16 d g4 g, | c c c, r
d'2 e8. f16 g8. e16
\break
f4 a8. f16 e8. d16 c4 | d2 e8. f16 g8. e16
f4. a8 f8. a16 f8. a16 | g4 g2 f4
\stemUp e8. d16 c4 r8. c16 d8. e16
\bar ".." s8 ^ \segno _ "D.C."
}
\new Staff
\relative {
\override Staff.Rest.style = #'classical
\clef bass \key f \major
\time 2/2
f,2 ^ "Staccato." \fermata r
r8. f16 a8. c16 f,4 r
r8. f16 a8. c16 f,4 r
r8. e16 g8. c16 e,4 r
r8. e16 g8. c16 e,4 r
r8. f16 a8. c16 f,4 r
\break
bes4 bes' a f | g e8. c16 g'4 f | e g8. f16 e4 d
c1 \fermata
f,8. a16 g8. f16 e4 r | f8. a16 g8. f16 e4 r
f8. f'16 d8. c16 bes4 c
\break
f,8. a16 c8. a16 f4 r \fermata ^ "Fine"
\bar ".."
f'4
\override Stem.length-fraction = #0.5
f,8. \stemDown f'16 \stemNeutral
\override Stem.length-fraction = #1.0
f4
\override Stem.length-fraction = #0.5
f,8. \stemDown f'16 \stemNeutral
\override Stem.length-fraction = #1.0
f4. e16 d e4 b | \once \stemDown c4. d8 e4 fis | g g, g r
a'4-! a,-! g'-! g,-! | f'-! f,-! e'-! e,-!
\break
\override Stem.length-fraction = #0.5
a'8 \stemUp a, \stemNeutral
\override Stem.length-fraction = #1.0
a'4
\override Stem.length-fraction = #0.5
\stemDown g8 \stemNeutral g,
\override Stem.length-fraction = #1.0
g'4
\override Stem.length-fraction = #0.5
\stemDown f8 \stemNeutral f,
\override Stem.length-fraction = #1.0
f'4
\override Stem.length-fraction = #0.5
\stemDown e8 \stemNeutral e,
\override Stem.length-fraction = #1.0
e'4
f e d \once \stemDown c | b4. d16 c b4. c16 d | \stemUp e4 d \stemNeutral c b
\break
a4. c16 b a4. b16 c | \once \stemUp d4 c b a | g1 _ \fermata
\once \stemDown c2~ c8 [ d16 e ] f g a b | c4 c, r a | f2 g4 g
c,4 c' c, c'~ | c bes~ bes8. a16 bes8. c16
\break
a4 f8. a16 c4 c~ | c b bes8. a16 bes8. c16
a4 f8. f16 \once \stemUp d'4 c | bes8. c16 d8. c16 bes4 b | c c, r2
\bar ".." s8 _ "D.C."
}
>>](http://upload.wikimedia.org/score/p/b/pbg1hycpe2y6sp0ipud25uhcbemzsxe/pbg1hycp.png)

The following Andante requires expressive and graceful playing.
![\version "2.20.1"
\layout {
system-count = #8
indent = #10
\context { \Score \omit BarNumber
\override NonMusicalPaperColumn.line-break-permission = ##f}
}
\new ChoirStaff \with {
systemStartDelimiter = #'SystemStartBrace
instrumentName = "Roze."
}
<<
\new Staff
\relative {
\override Staff.Rest.style = #'classical
\clef bass
\key g \major
\time 3/4 % ---- 3/2 ?¿!? ----
\tempo "Andante grazioso."
g4 _ "poco lento." b16( a) g-! g-! b( a) g-! g-!
a2 \grace g8 fis8 e16 d | g8.( d16) a'8.( d,16) b'4
a16( g fis e) d4 r | g g,16( a b c) \stemUp d( e fis g)
\break
\stemNeutral e4 a,16( b c d \stemUp e fis) g a
\stemNeutral fis4 b,16( c d e) fis g a b
g4 c,16( d e fis) g( a b c)
a8. d,16 d'4 c | b16-! g-! d-! b-! g4 r
b'8. g16 d'4~ d16 a fis d
\break
g8. e16 b'4~ b16 fis d b | e8. c16 g'4~ \stemDown g16 d b g
\stemNeutral g'4 fis16( a cis, e) d8 r
a'8 a,16. a'32 g8 a,16. g'32 fis8 r
a8 a,16. a'32 g8 a,16. g'32 fis8 r
b8-! b16( a) g8-! g16( fis) e8-! e16 d
\break
cis16( d e cis) a8 e' fis16( d a' fis)
\stemDown e8[ a,] a[ e'] fis16( d a' fis)
\stemNeutral e16 a e cis a8[ a] a r
\override Stem.length-fraction = #0.6
r16 \stemUp a \stemDown a'8]~ \stemNeutral
\override Stem.length-fraction = #1.0
a16 g fis8~ fis16 e d c
\override Stem.length-fraction = #0.6
r16 \stemUp b \stemDown b'8]~ \stemNeutral
\override Stem.length-fraction = #1.0
b16 a g8~ g16 fis e d
\break
\override Stem.length-fraction = #0.4
r16 \stemUp cis \stemDown cis'8]~ \stemNeutral
\override Stem.length-fraction = #1.0
cis16 b a8~ a16 g fis e
r16 d d'8]~ d16 cis b a g fis e d
r8 g r e r a | r16 d, d'8~ d16 cis b a g fis e d
\override Stem.length-fraction = #0.6
\stemUp g,8 \stemDown g' \stemNeutral
\override Stem.length-fraction = #1.0
r a r a,
\break
r8 d d'-![ d-!] d4~ | d16 c! b a gis8 b16 a g8 b
r8 c,! c'-![ c-!] c4~
c16 bes a g fis!8 a16 g fis! ees d c
bes8[ d] g[ a bes cis]
\break
d8[ d,] g[ a bes cis] | d[ r16 d,] d4 r16 d e! fis!
g4 b16( a g) g-! b( a g) g-!
a4~ a16 b( c a fis8[) r16 d]
g8.( d16) a'8.( d,16) b'4 | a16( g fis e) d4 r
\break
e4~ e16 gis a b c4 | d,~ d16 fis g a b4
a8 b16 c g4 \grace g8 fis8 e16 d
d'2 \grace e8 d8 c16 b | b a b c g4 fis
g8. b16 d,8. g16 b,8. g'16
\override Stem.length-fraction = #0.5
\stemUp g,8. \stemDown g'16 \stemNeutral
\override Stem.length-fraction = #1.0
g4 r
\bar ".."
}
\new Staff
\relative {
\override Staff.Rest.style = #'classical
\clef bass \key g \major
\time 3/4
r4 g, g'~ | g fis8 e d c | b4 a g
d \stemDown d'8-! c-! b-! a-! | \stemNeutral g4 r b
\break
c4 c,2 | \once \stemUp d'4 d,2 | e'4 e,2 | fis'4 fis,8 a d fis
g4 g,16( a b c \stemUp d e fis g) \stemNeutral
g4 fis2
\break
e4 d2 | c4 b2 | cis8 a d e fis16( g a g)
fis8[ fis] e e \stemDown d16 a d e | fis8 fis e e d16 a' fis d
\stemNeutral g,4 b8. a16 g8 gis
\break
a4 r8 \override Stem.length-fraction = #0.8
\stemDown cis d \stemUp d, \stemNeutral
\override Stem.length-fraction = #1.0
a'4 r8 cis d[ d,] | a'8 r a a a16 a( gis g)
fis4 d fis | g e g
\break
a4 fis a | b b'16 a g fis \stemDown e d cis b
\stemNeutral g4 e g | b b'16 a g fis e d cis d | g,8 r a r a r
\break
\override Stem.length-fraction = #0.7
\stemUp d,8 \stemDown d' \stemNeutral
\override Stem.length-fraction = #1.0
f4~ f16 f e f
e4~ e16 f e f e8 gis,
\override Stem.length-fraction = #0.6
\stemUp a8 \stemDown a'16 g \stemNeutral
\override Stem.length-fraction = #1.0
fis!8 ees d16 ees d ees
d4~ d16 ees d ees
\override Stem.length-fraction = #0.6
\stemDown d8 \stemUp fis,
\override Stem.length-fraction = #1.0
\stemNeutral g8[ bes] \stemUp ees ees4 ees,8
\break
\stemNeutral d8[ d] ees ees'4 ees8 | \once \stemUp d4 d, r | r g g'~
g4 fis16 g a fis \stemDown d8 c | \stemNeutral b4 a g | \once \stemUp d' r16 d, d' c b4
\break
c4 b a | b a g | c \once \stemUp d c | b8 a g a b b | c4 \stemUp d d
\stemNeutral g4 d b | g8. g16 g4 r
\bar ".."
}
>>](http://upload.wikimedia.org/score/k/g/kgb9pjblwlobmi5rvji3t14fc26jrpq/kgb9pjbl.png)








![\version "2.20.1"
\layout {
system-count = #5
indent = #10
\context {
\Score \omit BarNumber
\override NonMusicalPaperColumn.line-break-permission = ##f
}
\override SpacingSpanner.base-shortest-duration = #(ly:make-moment 1/32)
}
\new ChoirStaff \with {
systemStartDelimiter = #'SystemStartBrace
% indent = #10
instrumentName = "Roze"
}
<<
\new Staff \with {
\magnifyStaff #0.9
}
\relative {
\override Staff.Rest.style = #'classical
\clef bass
\key bes \major
\time 6/8
\tempo "Andante."
g8. ^ "Different movements and different characters."
fis16 g8 bes8. a16 g8 | f8. ees16 ees8 d8. g16 g8
fis8. a16 a8 g8. bes16 bes8 | a8. d,16 d8 g8. a16 g8
fis8. a16 fis8 g8. fis16 g8 | a8. d16 d8 d,4 r8 \fermata
\tempo "Allegro."
bes16[( c d ees) f8] g16[( a bes g)] f8 \break
%\break
g16( f ees d) c8 f16( ees d c) bes8 | bes'16( a bes a g f) e4 r8
c'16( b c g c bes) a4 r8 | c,16( f a g f ees) d( g bes a g f)
e16( g c bes a g) f(g a g f e)
\break
\stemUp d16 ees f ees d c bes8 c c
\override Stem.length-fraction = #0.7
\stemUp f, \stemDown f' f \stemNeutral
\override Stem.length-fraction = #1
f r f
fis4 fis8 fis4 fis8 | g16( fis g fis g d) a'( gis a gis a d,)
\break
bes'16( a g fis g d) bes'( a g fis g d)
ees8.[ d16 ees d] ees8.[ d16 ees d]
ees4 \fermata r8 r r d | g8. fis16 g8 bes8. a16 g8
f!8. ees16 ees8 d8. g16 g8 | fis8. a16 a8 g8. bes16 g8
\break
fis8. d'16 d8 d,4 d8 | g8. fis16 g8 bes8.[ a16 g f!]
f8.( ees16) ees8-! c'8. bes16 a g | g8.( fis16) fis8-! d'8. c16 bes a
a8.( g16) g8-! aes g fis | g4 \p bes8 g4 bes8 | g4 r8 \bar ".." s4.
\bar ""
}
\new Staff \with {
\magnifyStaff #0.9
}
\relative {
\override Staff.Rest.style = #'classical
\clef bass
\key bes \major
\time 6/8
r4 r8 g,8. a16 bes8 | c4. bes4 g8
\once \stemUp d'4 c8 bes4 g8 | \once \stemUp d'4 d,8 ees4 ees'8
\once \stemUp d4 d,8 ees4 ees'8 | \stemUp d8. d16 d8 d,4 \stemNeutral r8 \fermata
<< {
\voiceOne bes'4 ^ "ad libitum" d8 ees4 d8 }
\new Voice { \voiceTwo bes4 bes8 bes4 bes8 }
>> \oneVoice
%\break
\override Stem.length-fraction = #0.7
r8 ees, \once \stemDown ees' r d, \once \stemDown d'
\override Stem.length-fraction = #1.0
r \stemUp des des r c c
r8 \stemNeutral e e r f f | a, r a bes r b
c8 r c \once \stemUp d r d16 c
%\break
bes8 r bes16 a g8 c c
\override Stem.length-fraction = #0.7
\stemUp f, \stemDown f' f \stemNeutral
\override Stem.length-fraction = #1
ees!16( f ees f ees f)
d16( ees! d ees d ees) \stemDown c( d c d c d)
\stemNeutral bes8. a16 g8 fis4 fis8
\break
g8 a bes g a bes | c c bes a a g
fis4 \fermata r8 \tempo "Andante" r4 s8 % ---- typo: r4 r8
r4 r8 g8. a16 bes8 | c4 a8 bes4 g8 | d'4 d8 ees4.
\break
\stemUp d8. d16 d8 d,4 r8 | r4 r8 g8. a16 bes8 | c4. a8. bes16 c8
d8. ees16 d c bes4. | ees4. c8 d d
\stemNeutral g,4 \p g'8 g,4 g'8 | g,4. \bar ".." s4. \bar ""
}
>>](http://upload.wikimedia.org/score/5/q/5qxls0t42zjsakz47f8vn40980bfonq/5qxls0t4.png)

![\version "2.20.1"
% ---- continued from the previous page ----
\layout {
%system-count = #4
\context { \Score \omit BarNumber }
}
\new ChoirStaff \with {
systemStartDelimiter = #'SystemStartBrace
}
<<
\new Staff
\with { \omit Score.TimeSignature }
\relative {
\override Staff.Rest.style = #'classical
\clef bass
\key a \major
\time 12/8
cis'4. b dis e | fis,8 gis a a gis fis b4. cis8 dis e
e,8( gis) b-! b( a) fis-! b4. cis8 dis e
e,8( gis) b-! b( a) fis-! e e e e4 r8
\break
\time 2/4
a8 ^ "Dancing air, or balzando." a \slashedGrace b8 a8 gis16 a | b8e, e4-! | cis'8 a a b16 cis-! | b8 e e4-!
a,8 a \grace b8 a8 gis16 a | fis8 fis d'4 | e,8 e e fis16 gis | a8 cis a4
a8 a a gis16 a | fis8 fis fis4
\break
cis'8-! cis-! cis bis16 cis | a8-! a-! a4-! | gis8 gis gis a16 b | a8 fis a fis
gis8-! gis-! gis a16 b | a8 fis fis4 | cis'8-! cis-! a gis16 fis
cis'8-! cis-! a gis16 fis
\override Stem.length-fraction = #0.65
\stemUp cis8[ \stemDown cis' cis cis] \stemNeutral
\override Stem.length-fraction = #1
fis,4 r16 e fis gis
\break
a8 a \slashedGrace b8 a8 gis16 a | b8 e, e4 | cis'8 a a b16 cis | b8 e e4
a,8 a \slashedGrace b8 a8 gis16 a | fis8 fis d'4 | e,8 e e fis16 gis
a8 cis a4
\bar ".." s2 \bar "" s2 \bar ""
}
\new Staff
\with { \omit Score.TimeSignature }
\relative {
\override Staff.Rest.style = #'classical
\clef bass
\key a \major
\time 12/8
a,8 cis e gis, b e fis, b dis e, b' gis | a gis fis b b a gis fis e a b cis
b4. b gis8 fis e a b cis | b4. b e8 b gis e4 r8
\break
a8[ e' a, e']
\override Stem.length-fraction = #0.4
\stemUp gis,[ \stemDown e' \stemUp gis, \stemDown e'] \stemNeutral
\override Stem.length-fraction = #1
a,8[ e' a, e']
\override Stem.length-fraction = #0.6
\stemUp e,[ \stemDown e' \stemUp e, \stemDown e'] \stemNeutral
\override Stem.length-fraction = #1
cis8 cis cis b16 a | \stemUp d8 d b4 | \stemNeutral e8 e e dis16 e | cis8 a a4
R2 | fis'8 cis fis cis
\break
eis8[ cis eis cis] | fis[ cis fis cis]
eis8[ cis eis cis] | fis[ cis fis cis]
eis8[ cis eis cis] | fis[ cis fis cis]
cis'8-! cis-! a gis16 fis
cis'8-! cis-! a gis16 fis
cis8-![ cis-! cis-! cis-!] | fis,4 r
\break
a8[ e' a, e'] | gis,[ e' gis, e'] | a,[ e' a, e']
\override Stem.length-fraction = #0.65
\once \stemUp e, \once \stemDown e'
\override Stem.length-fraction = #1
e4 \stemUp
cis8 cis cis b16 a | d8 d b4 | e8 e e dis16 e | a,8 a a4
\bar ".." s2 \bar "" s2 \bar ""
}
>>](http://upload.wikimedia.org/score/p/k/pkctwviuxzapvff8uq60zmi221d76hg/pkctwviu.png)
The following bars are little used, we will only indicate their values.


![\version "2.20.1"
\layout {
system-count = #5
indent = #20
\context { \Score \omit BarNumber }
}
\new ChoirStaff \with {
systemStartDelimiter = #'SystemStartBrace
instrumentName = \markup {
\center-column { "Gossec." "Bass" "ad libitum." }
}
}
<<
\new Staff
\with { \magnifyStaff #0.75 }
\relative {
\override Staff.Rest.style = #'classical
\clef bass
\key a \major
\override Staff.TimeSignature.style = #'single-digit
\time 3/4 % ---- "3"
\tempo "Andante ou allegretto."
a2 e8 cis | a4. e''8 cis a | b4. d8 b gis | a[ a, cis e a cis]
b8[ gis e gis b d] | cis[ a e cis] a4 | cis' a, cis' |
b4 gis, b' | a fis, a' | gis e' gis, | a e' a,
\break
b4 e b | cis8 b a gis fis e | dis cis b a gis4
\override Stem.length-fraction = #0.6
\stemDown a'8 cis b a b \stemUp b, \stemNeutral
\override Stem.length-fraction = #1
e4 r8 b cis dis | e gis b gis fis e | fis a b a fis dis
e4 e'8 b gis e fis4 b8 a fis dis | e e' b e gis, b
\break
e,8 gis cis, e a, cis
fis,4 \override Stem.length-fraction = #0.6
\stemDown a'8[ \stemUp a, \stemDown b' \stemUp b,]
\stemDown cis'8 \stemUp cis, \stemDown b' \stemUp b,
\stemDown a' \stemUp a,
\override Stem.length-fraction = #1 \stemNeutral
gis4 e'' cis | a8 fis b4 b, | e r8 e gis b | e2 b8 gis
e4 r r | r4 r8 e gis b | d4 b gis | a8 b cis d e cis
d b gis b e, gis
\break
a2. | g2. | fis2 ais4 | b2 a!4 | gis2 bis4 | cis2 b4
a2 cis4 | d d,8 e fis gis! | a2. | gis!4 e8 fis gis a
b2. | a4 fis8 gis a b
\break
cis4 e g, | fis d8 e fis gis! | a e' cis e a, cis
fis,8 a d, fis b, d | gis,2. | d''2. cis8 e cis a e cis
d8 d' cis a e gis | a2.~ | a2.~ | a4 b8 cis d dis
e4 e, e, | a8 a'e a cis, e | a,2 r4
\bar ".."
}
\new Staff
\with { \magnifyStaff #0.75 }
\relative {
\override Staff.Rest.style = #'classical
\clef bass
\key a \major
\override Staff.TimeSignature.style = #'single-digit
\time 3/4 % ---- "3"
a2 e8 cis | a4 a' a | gis e r | cis a cis | e2 gis4 | a r r
a4 r a | gis r gis | fis r dis
\override Stem.length-fraction = #0.65
\once \stemDown e8 \once \stemUp e,
\override Stem.length-fraction = #1
r8 e' e e
\override Stem.length-fraction = #0.65
\once \stemDown fis8 \once \stemUp fis,
\override Stem.length-fraction = #1
r8 fis' fis fis
\break
\override Stem.length-fraction = #0.65
\once \stemDown gis8 \once \stemUp gis,
\override Stem.length-fraction = #1
r8 gis' gis gis
a4 r r | R2. | a,4 b b | cis b a | gis2 r4 | dis'2 r4
e4 e, r | b' b b | e, r r
\break
R2. | r4 fis' gis | a gis fis | e2 cis4 | a b b | e e, r
R2. e'4 b gis | e2 r4 | gis4. b8 e d | cis2. | b2.
\break
a4 a8 b cis d | \stemUp e g e d cis b | ais cis \stemNeutral fis4 e
d8 cis b cis dis b | e b e4 d! | cis8 dis eis fis gis eis
fis8. cis16 fis4 e | d2. | cis4 a8 b cis d | e2.
\once \stemUp d4 b8 cis d e | fis2.
\break
fis4 cis8 d e cis | \once \stemUp d2. | cis4 r r | R2. r4 b'8 a gis fis
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cis8 fis e d cis b | a4 b8 cis d dis | \stemUp e4 e e, | a e' cis
a2 r4
\bar ".."
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>>](http://upload.wikimedia.org/score/4/k/4krn8r7yo4ujtg4j06pef2vtivdwswt/4krn8r7y.png)
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>>](http://upload.wikimedia.org/score/i/h/ih0x2o0d6okpx7a2zosyaeciy1k1xnj/ih0x2o0d.png)
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>>](http://upload.wikimedia.org/score/s/a/sadehfztzfxunicpcj8xfwt9jrbi6zx/sadehfzt.png)
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>>](http://upload.wikimedia.org/score/8/j/8jqd5vh8nw3plrmd4bymt4a0n4dctau/8jqd5vh8.png)



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>>](http://upload.wikimedia.org/score/6/8/681mwjo6r2lm06sbej6lmu877y3wluz/681mwjo6.png)

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g8 fis e | dis cis b | e8 e16 fis g a | b4 b8
gis8 a r | fis g r
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e8 fis r | dis e r | ais,4. | b8. c!16 b a | g8 gis[ a]~
a8 ais[ b]~ | b b[ c!]~ | c a[ g]
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dis8 fis dis | b b b | b b b | b4. \fermata
\bar ".."
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>>](http://upload.wikimedia.org/score/l/h/lhyay24lu31maufi395fqkta7drg0mk/lhyay24l.png)


3



This work is a translation and has a separate copyright status to the applicable copyright protections of the original content.
Original: |
This work was published before January 1, 1930, and is in the public domain worldwide because the author died at least 100 years ago.
Public domainPublic domainfalsefalse |
---|---|
Translation: |
This work is released under the Creative Commons Attribution 4.0 International license, which allows free use, distribution, and creation of derivatives, so long as the license is unchanged and clearly noted, and the original author is attributed.
Public domainPublic domainfalsefalse |
- ↑ Sluchin, Benny (2002). "The venomous affair of the first serpent method". Historic Brass Society Journal 14: 309-335. Retreived 20 March 2025.
- ↑ This prelate loved music, and in his episcopal palace he did not disdain to sing his part with musicians... his love for singing strengthened his friendships with those among the canons who willingly went to the Eagle? to sing there, and he similarly accepted? all the tourists, singers, clerks and other shopkeepers who had a good voice and knew their profession, provided they were good mannered, he even liked to play instruments, and
often before dinner he played a harpsichord, to sit at the table with a brighter mind after his serious studies.
The esteem he showed for the musicians emboldened them to take over the ancient antiphonal Cathedral system of Psalmodia, whose modulation was used at least since Charlemagne, and remove everything that was wrong with their new principles of understanding, making dissonant what was previously soft, thus introducing a barbarity and an amazing shortage? able to inspire contempt for Plainsong. What consoled zealous people for Gregorian singing and other ancient songs, however, is that at the very time of these changes, a canon of our Bishop and his treasurer invented an instrument capable of giving a new merit to Gregorian chant. This canon was named Edme Guillaume etc. (Life of Amyot by Abbé Leboeuf.)
- ↑ Serpentist from the Cathedral of Paris in 1772.