For convenience it is repeated here: [Illustration: 1 n_ee_ 2 n_i_t 3 n_e_t 4 n_a_y 5 n_ai_r 6 n_a_t 7 n_i_gh 8 N_a_h 7' n_o_t 6' n_a_w 5' n_e_r 4' n_u_t 3' n_o_ 2' n_oo_k 1' n_oo_.] Having so far mastered the previous exercises as to establish a free head and nasal resonance, take the Scale of Vowel Sounds and apply it to the now familiar exercises.
Next, as suggested in Exercise X, use as initial consonants in connection with the Vowel Scale the consonants _b_, _p_, _m_, _f_, _v_, _d_, _k_, _n_, _t_ and _l_.
Keep before you the formula that articulation should _seem_ to be done entirely with and through the upper lip; _i.e._, the _thought_ should be that the words are projected through the upper lip.
When by practise of the exercises given the voice has been focused and resonance established without any instrument, scale exercises and simple vocalises may be taken up with or without the piano.
In practising scales start each a semitone higher until the _easy limit_ of the voice is reached, and no farther.

Gain will be more rapid by working to deliver the tones within the voice's normal compass.

Then when occasional effort is made the organs will be found ready to deliver the highest pitch of which the voice is capable.
When sufficient progress has been made in mastering the execution of scales and easy vocalises, the pupil will be ready to begin the study of songs.

If one foregoes the singing of songs during the few weeks occupied with primary lessons, results are obtained much more quickly.
While practising exercises or songs the less the pianoforte is used, except to compare the pitch, the better.

Such practice increases the confidence of the performer.