On Tue, 03 Sep 2002 21:30:00 Rune Zedeler wrote:
> Karl Berry wrote:
>
> > 1) there's a spurious measure number printed at the end of each line.
> > For example, 6 on the first line, which repeats as the measure number
> > at the beginning of the second line. This is a printing problem
> > only, not a numbering problem.
>
> This is because you have set the break-visibility to #all-visible.
> If you instead use #end-of-line-invisible then you get the desired result.
>
> > 2) the numbering is off from the beginning. The measure labeled `2' is
> > actually measure 3, and the real measure 2 is not numbered.
>
> No, this is not true. The 1st upbeat (the partial measure) should NOT
> get a bar-number. Numbering begins with the first whole measure which is
> what you see in your score.
> If you really need an alternative numbering then you could insert
> \property Score.currentBarNumber = #2
> in start of score.
>
> > 3) the last measure before the repeat is numbered 8. Then the first
> > (partial) measure after the repeat is not numbered (it should have
> > been 9). And then the first full measure after the repeat is again
> > numbered 8 (it should be 10). (Actually, all those numbers are off
> > by 1 because of problem #2, but you get the idea, I hope.)
>
> Again, default notation would be not to give the partial measure a bar
> number so that the incomplete measure before the :|: and the partial
> measure after together form a complete measure.
> What you see now is wrong, though.
A partial or pickup does not rate even a 0, because there is no
such thing as a measure!
You really number bars, not measures. A bar is something and a measure
is nothing, in the sense that a measure is not a symbol. A bar is an
indication of a first beat. A pickup-anacrusis-partial doesn't
start with a first beat. No bar, no number.
It's ok to call measures bars, because a bar is something and a
measure isn't, but it has caused people to have to refer
to bars as barlines.
------------------------------------------------------------
Information is not knowledge. Belief is not truth.
Indoctrination is not teaching. Tradition is not evidence.
David Raleigh Arnold [EMAIL PROTECTED]
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