Sometimes a love of sweet sounds may be a hidden cause for much that would otherwise be inexplicable in an entire career, as in my own case. It led to an early study of singers and actors and their performances; it gave rise to an effort to form a voice that would meet the requirements of an unusually sensitive ear; it led to the practice and teaching of elocution, and, later, to much communion with voice-users, both singers and speakers. In the meantime came medical practice, with speedy specialization as a laryngologist, when there were daily consultations with singers and speakers who had employed wrong methods of voice-production; this again led on to the scientific investigation of voice problems, with a view of settling certain disputed points; then came renewed and deeper study of music, both as an art and as a science, with a profound interest in the study of the philosophy of musical art and the psychological study of the musical artist, all culminating in this attempt to help those who will listen to me without prejudice. I do not think I know all that is to be known, but I believe I do know how to form and preserve the voice according to physiological principles; I at least ask the reader to give my teachings and recommendations a fair trial. He shall have reasons for what is presented and recommended to him. Once more let it be said that I do not deny that good practical results may follow teaching that is not put before the pupil as physiology; but what is claimed for physiological teaching is that-- 1. It is more rational. The student sees that things must be thus and so, and not otherwise. 2. Faults can be the better recognized and explained. 3. The student can the more surely guide his own development, and meet the stress and storm that sooner or later come to every professional voice-user. 4. Injured voices can be the more effectively restored. 5. The physical welfare of the student is advanced--a matter which I find is often neglected by teachers of music, though more so in the case of instrumental than vocal teachers. 6. The student can much more effectively learn from the performances of others, because he sees that singing and speaking are physical processes leading to artistic ends. This is perhaps one of the most valuable results, and I can testify to the greater readiness with which analysis of a performance can be made after even moderate advancement. The teacher who is wise will encourage the student to hear those who excel, and to analyze the methods which successful artists employ. The student can much more readily accomplish this than detect the mental movements of the artist, though the two really go hand in hand to a large extent. The above are some of the advantages, but by no means all, of a method of study of voice-production which I must claim is the only rational one--certainly, the only one that rests on a scientific foundation.