M-E-N. The added resonant element in this word is _e_, which, by being joined to _m_ on the one side and _n_ on the other, will assist in directing the mind to the curve while giving the vowel _e_. W-A-N-T. Here we have the aid of the letters _n_ and _t_ together with the position of the lips for _w_ in assisting to join the vowel _a_, as heard in _awe_, to the expanding globe moving in the forward and downward curve. P-O-I-S-E. In this word we are again aided in locating the resonance by the necessity of forming the sounds of _p_ and _z_ at the very front of the mouth. A-N-D. Here the student has his chief assistance in the resonant element, represented by the letter _n_, and somewhat by the letter _d_, for bringing the attention of the mind to the globe in its relation to the curve while forming the resonant element represented by the letter _a_. M-O-R-E. Here again the student has the assistance of the frontal nares element, represented by the letter _m_ with the vowel _o_, which by this time he has joined with it. The new resonant element in this word is _r_. In forming this element there seems to be a prevailing tendency to constrict the throat, but now, by joining it with elements which have been associated in the mind with the expanding globe, this stricture is removed. R-O-Y-A-L. The next word to be joined to this chain is _r-o-y-a-l_. Here we are depending upon previous practice in giving it the luminous curve tendency. M-A-R-G-I-N. The new elements in this word are the sound of _a_ as heard in _far_ (_ä_), and the vocal element represented by _g_. The letter _g_ represents an element, in forming which many people constrict the throat, giving what is called a “throaty” tone. Our object in using _a_, as heard in _far_, in this connection, is to introduce the largest and freest transient chamber of resonance which the organs of the mouth are capable of forming. The Italian _ä_ has been much used in vocal practice, and it is a good element, providing it is not introduced too early in a student’s course of study, and if in its introduction it is always joined to the frontal nares mold as in _ma_. After practising upon the elements of speech described above, the student may practise them in the sentence form. _Most men want poise and more royal margin._ Repeat this exercise upon various intervals of the scale, beginning upon a comparatively high pitch, and descending to a comparatively low one. By the practice of these exercises the student develops the ability to make each word and element of speech perfect without breaking the steady, sustained current of the tone. * * * * * EXERCISE IV. Sing _ma-za-ska-a_, commencing upon a comparatively high pitch, descending and ascending the scale.