E in Eel: The lips and teeth are held about as far apart as for A in ale. The tip of the tongue is against the lower gums but the body of the tongue is raised near the roof of the mouth.

E as in Net: This sound is made very much like long E but the mouth is opened wider.

I as in Mile: This made like long E above with the mouth still more open. I as in Bird (also e, o, and u in some words).

The jaws are brought closer together than for long I, the tongue being kept in about the same position. The lips are slightly protruded.

O as in Old: The lips are pointed with the tongue held low.

O in Boat: The lips and teeth are drawn more closely together than in long O. O in Stop: Similar to but not identical with a in arm and in awe.

U in Use: Made like y following oo.

U in Hut: Made with teeth wide apart, tongue in floor of mouth.

As regards vowel sounds the mouth is usually not opened wide enough. For consonants the tongue and lips are not sufficiently used.

Exercises with combinations of sounds.-The consonant sounds which are in need of correction should be practiced with each of the long vowel sounds as: Th: Tha, the, thy, tho, thu, ath, eth, ith, oth, uth.

P: Pa, po, pi, poo, ape, eep, ip, op, oop.

The same combinations can be made for the other consonants, and with the other sounds of the vowels.

Words for practice.-Words containing the difficult sounds should be practiced daily until readily uttered. Emphasis should be placed on the special letters:

Th as in think: Thane, theme, thin, thule, faith, fifth, breath, booth.
Th as in then: They, these, them, their, thine, those, bathe, lithe.

P: Pay, peep, pipe, pope, ape, steep, wipe, stop, stoop.
B: Bait, bite, bib, boat, boom, able, babble, bumble.

F: Fail, fair, feel, foal, fool, full, coffee, ruffle, rift, roof.

V: Vane, vine, vocal, weave, wives, wove, remove, shelve.

T: Tame, team, time, tone, tune, late, meat, sight, boat, right.

D: Dame, deem, dice, dove, duke, maid, seed, ride, abode, wood.
S: Save, see, sight, sole, soon, mass, obese, miss, loose.

Z: Zero, zinc, zoo, maze, adz, prison, studies, houses.

Sh: Shade, sheen, shell, wash, wish, thrush.

Ch: Chain, chest, chime, choke, church, sachem, preach, couch.

J: Jane, jest, jibe, joke, just, strange, college, bridge.

L: Lane, lean, lime, load, lure, animal, tremble, rumble, simple.

R: Rain, ream, ride, risk, rune, moral, manner, fire, lurid.

Y: Yale, yarn, yeast, yes, yolk, young, you, yule.

K (c): Kate, cat, keep, coat, cuff, cute, make, meek, poke, look, concave.

G: Gate, get, gig, brogue, agog, mug, great, glacier, aggregation.

M: Man, meek, mile, mole, mule, lame, beam, limb, slim, boom, memorandum.

N: Name, near, nice, nose, noose, man, ween, win, won, centennial.
Ng: Bang, tangle, mingle, among, wrong, sung.

H: Hame, heap, high, hold, hung, hogshead, hard-headed, hedgehog.
A: Ale, date, sail, wail, payday, traitor, satiate.

A2: At, mat, flat, pat, contract, snap, attract, actual.

A3: Air, pair, beware, compare, declare, chair, fair, hare.

A: Are, car, far, jar, mar, par, star, catarrh.

A: Awe, law, maw, macaw, paw, thaw, raw, saw.

E: Eel, bead, meal, seed, breeze, wheeze, precede, weed.
E2: Effect, Ethyl, met, net, methal, metal, petal.

I: Bile, mile, tile, wile, while.

I 2: In, imp, ill, commit, wit, sit, trill, principle.

I3: (e) (0) (u) Bird, girl, earl, pearl, unfurl, whirl, verse, absurd, word.

O: Oats, boat, goat, mote, throat, solo, propose, over.

O2: Drop, hot, lot, mop, top, sot, hospital, policy.

U and OO: Boot, hoot, root, tool, rule, truth, cruel, duel, full, bull, pull, hood, wood, stood, would.

U: Bud, mud, hush, ruddy, drub, publish, blushing, sluggard.

Pupils can make up their own lists of words containing the sounds which they have difficulty in producing. The dictionary will be a help.

Readings and recitations. For very young children Mother Goose furnishes good material for speech exercises of a nature which will not seem too much like work. The following classics are suggested: Little Bo-Peep; Little Boy Blue; Simple Simon; See-Saw Marjory Daw; Little Miss Muffet; Sing-a-Song of Sixpence; Jack and Jill; Hickory, Dickory, Dock.

School readers for the grades are a source from which to select.

On page 20 will be found examples of poems useful for older school children. They are worthy of being learned and recited for speech improvement (and for other reasons) by all of us. It is needless to say that the teacher should show the pupils how these are to be spoken and always with deliberation.

The exercises and games included under the next section are also valuable for use with classes of such speech-defective pupils as have just been considered. (See page 14.)

Helping the Stammerer and Stutterer

For the Teacher

Stammering and stuttering have been called "mental" or "nervous" faults. Both terms are correct if rightly interpreted. There is nothing purely mental about speech, for there is nothing purely mental about the processes which throw the machinery of speech into action. Speech does not go on apart from the nervous mechanisms through which it is produced. Fortunately for the stammerer, there is this physical basis for defective action, for it allows of a threefold assistance.

First. The aid which comes through the medium of ideas (suggestion) which helps to reduce the useless turmoil in the brain (due to self-consciousness) with its resulting inappropriate or conflicting outflow of messages to the speech organs and elsewhere.

Second. By the practice of appropriate daily speech drills, the working of those organs becomes more automatic and more likely to fulfil their tasks under circumstances in which they formerly did not work.

Third. The speech of all of us is affected by health and the practice of any laws of hygiene which have been neglected will have its effect in helping the stammerer out of his Hades. Mere physical hygiene, will not help much, but better food and more hours in bed plus a more hopeful mental outlook will produce better nutrition, sounder sleep, and a more stable nervous system, which last is what we are driving at. (We have already noted that in young children stammering has been checked by improved hygiene alone.) All of these means of aiding the pupil should be put forward at the same time.

Mental aid. The child old enough to be fully aware of his defect should (a) be made conscious that poor speech is not uncommon and that hesitation and stammering, allied to his own difficulty, is of frequent occurrence in children when reciting in school and in older people who speak in public. It occurs especially with those who are "unprepared," who do not know just what they would say. The stammerer has, from an early time, had special difficulty in preparing his sentences. His difficulty has become worse by habit and fear of his own speech. It occurs especially with those who tend to hurry, as all but seasoned public speakers do. He learns from observation not only that "there are others" with a somewhat similar defect of utterance (though not so bad) and that the cause lies to a large extent in too much haste on the part of the speaker as well as in outer distractions. (b) The pupil should be made fully conscious that he does not always stammer or stutter, but that he, like the public speaker, is fluent enough under ordinary circumstances when there is nothing to cause him to put his ideas into words too hurriedly and without distraction; lest the pupil become easily discouraged he should (c) be led to expect that the overcoming of his difficulty will be a gradual process and that he will have his bad as well as better days.

The teacher must be a constant source of encouragement but make the pupil realize that, with all her helpfulness, he alone can bring about improvement. She should never mention such a thing as nervousness. Her first business is to get the pupil to relax his abnormal muscular tension; in other words, to be at ease. Physical exercise.--The very thought of speech before others who are not wholly sympathetic causes in the stammerer a general discharge of nervous energy with a consequent tightening of muscles everywhere. Teachers of speech correction generally believe that a series of slow gymnastic exercises, introduced before the lesson in speech control, helps to relieve muscular tension and doubtless they have this effect to some extent. At least they distract the pupil's attention for the time from his speech and are an aid to the accompanying suggestion of relax ation. What the exercises are does not matter so much as that they are done slowly and evenly. The following movements will answer the purpose:

(a) Raise the arms (the elbow, wrist, and fingers held loosely) sideward slowly. Lower them slowly.

(b) Raise the arms forward. Lower the arms.

(c) Raise the arms forward and upward. Lower the arms sideward and downward.

(d) Take a deep breath slowly. Breathe out slowly. (e) Lower the head slowly forward and raise again.

(f) Lower it left and raise. Lower it right and raise.

(g) Bend the body forward at the waist (head and arms held limply). Rotate the body to the left, returning to the standing position.

Each exercise can be done more than once, the teacher setting the example. No attention should be paid to exactness or extent of movements. Mere relaxation is all that is intended. The teacher should always be an example of ease and self-control. Her speech should be quiet, distinct, and deliberate. She should make calmness and clear speech contagious.

Speech aids. By observation of his speech or by reading tests the teacher should determine whether the pupil has difficulty with certain sounds; that is, whether he stammers or stutters in pronouncing certain letters or syllables. Such pupils should be given (or should make their own) list of words and sentences containing the difficult sounds in various combinations and practice these daily for pronunciation with deliberation. Such poems as have been g ven on pages 20 to 28 and prose selections can be read or recited for deliberateness and control. If one piece can be done well, the management of the voice at other times becomes easier. The tendency to hurry should be checked, and help should be given when the child has difficulty. If he has been in too much haste, he should be asked to try again. In class work, recitations in unison cause the child to lose thought of self and, finding his defects less troublesome, he is given assurance of his powers of speech. Individual work can be introduced gradually as the child gains confidence.

But it is with self-constructed sentences that the stammerer has most trouble; and while the use of the vocal organs in already prepared exercises are of help (especially in those who are likely to make as little use of speech as possible), active speech construction must be cultivated.

At school age questions in clear deliberate utterance about things in which the child is interested can be resorted to. He may need to be cautioned (without discouraging him) to think twice before replying. The careful speech of the teacher should be of help to him. The repetition (in his own language) of stories that have been read to, or by him, is a ready means of producing voluntary and more or less independent speech construction.

Pictures. The description of what they see in a picture is a suitable exercise for children in their earlier years. In making his replies the child should be taught to form sentences. Having named objects, he should be asked to describe the objects or the actions pictured by means of complete sentences. The pictures should be large and attractive. The child's attention is drawn more or less away from himself in this performance, especially if it is called a game. If done in a speech class, there should be no competition if it disturbs speech and there should be no other cause for excitement. As already emphasized, the teacher should

maintain a contagious atmosphere of ease and calm. The child should be helped over difficulties when needed and checked in impetuous, faulty utterance.

Enumerating objects. Without the use of pictures the child can be asked: (a) To name as many animals, plants, cities, or other objects of a class which he can remember; (b) to tell what he saw on his way to school; or he can (c) relate some experience of a holiday.

Making sentences.-A series of words, especially those with a number of syllables, can be given and each pupil in turn asked to make a sentence containing one of the words.

Playing teacher.-All children like to play teacher, and it is a strong stimulus to control of speech. The pupil will be pleased to put his fellow pupils through such exercises as the teacher has used.

Topics for discussion.-Such subjects as airplanes, fishing, reading, etc., can be given for oral discussion.

The recounting of personal incidents and the preparation of accounts of current events can be used at the appropriate ages.

With high-school children who have had considerable speech training debates can be arranged.

Games.-The stammering child needs to lose himself to find himself, and to this end games involving the use of language are an excellent means. They should be suitable to the age of the child and should be introduced only after such control is established that they will not prove too exciting. Each child should have his turn as leader, but rivalry in clear, deliberate speech should enter into the play instead of speed.

Animal, vegetable, mineral.-The child who is "it" chooses some object in or out of the room and, using a definite formula of words furnished by the teacher, says: "I am thinking of something. Can you tell me what it is?" or "I have an object in mind. Can you guess what I am thinking about?" Each child asks in turn: "Is the object (or, Is the thing you are thinking about) an animal?” etc. When the kingdom to which the thing belongs is discovered, the whereabouts of the object is next determined by questions such as "Is it in this room?" "Is it found in this country?" If it is a vegetable, such questions as "Is it good to eat?" "Did you have some to eat to-day?" etc., are in order. The answers to the questions should always be full and distinct--not "Yes" or "No," but "Yes; the object is an animal," or "No; the object is not found in this country." All questions and answers should be made deliberately and with as clear and correct speech as can be expected of the child at the time. The game should not be spoiled, however, by too much correction. When stammering occurs the child should be checked and told to repeat more carefully. This and other games should always be games. The one who finally guesses the object becomes "it." Animal, Bird, or Fish may be played in the same way.

What Shall I Take?-Under various names this game consists in "Going to the Circus," "Going to the Picnic," etc., and telling what one will take along. If the first takes "pickles," the second will take pickles and something else, as "apples." The next "pickles, apples," and a third addition, etc. Each must say with clear