_I._

This sound is _[-e]_ broadened. The teeth may be a little farther apart
than when _[-e]_ is sung.

_[)E] or EH._

This is the sound of _e_ in the word _get_. It is also the initial sound
of the vowel _[-a]_ or long _a_. It is true that this sound is not
usually so given, but if _[-a]_ is sung with this sound as its initial
sound, and the one to be prolonged, the very best vocal results can be
obtained. The vowel _[)a]_ is more often poorly sung than otherwise.
This is, perhaps, for the reason that comparatively few singers
recognize that long _a_ stands for two sounds, and that the first, which
may be spelled _eh_, can be sung with large form and placed well forward
in the mouth, while the second sound _[-e]_ is small in form, and not
adapted to the finest tone-effects. In singing this element, the jaw
should drop much lower than for _[)i]_ and nearly as low as for _ah_.

_[:A] or AH._

This is the tone universally accepted as the best for voice-development;
but in school-singing it is not permissible to use the voice except in
the lightest manner, therefore purity of tone must content our
ambitions; power can come later in life. The mouth opens widely for this
tone and the whole throat is expanded.

_[A:] or AW._

This element is formed very much like _ah_. It is _ah_ broadened a
little. The jaw drops to a lower point and the mouth-cavity deepens,
while at the same time the extension from side to side narrows a little.

_[-O] and OO._

These sounds are better adapted to securing the use of the thin voice,
where pupils have been accustomed to the use of the thick voice, than
any other vowel-element. The mouth is well opened back of the lips,
which should not be puckered as if to whistle, but relaxed instead.

In actual practice there may be observed a tendency, more or less
marked, but pretty sure to manifest itself if practice on one sound is
continued too long at a time, to deviate from any one toward some other
vowel-element, as _[)i]_ to _[-e]_, _eh_ to _[)i]_, _ah_ to _er_ or _er_
or _uh_, _aw_ to _uh_, _[-o]_ to _oo_.

If this tendency to deviate from the right tone be permitted, the most
slovenly habits will be formed, and all distinctions in vowel-sound
disappear. Vowel-practice had better be omitted from class-work unless
carefully and conscientiously taught.

If the course of music embraces drill upon scales, vowel-practice may be
incorporated into the course easily. For instan