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child is unable to make even the simplest sounds consciously, and these simple sounds must be learned before the child can make combinations of sounds which form words.

There are often years of retardation to be overcome, and this can not be accomplished in a month. The second type of speechless child is, as has been said, one who forms the correct auditory impression but is unable to disintegrate words into the elementary sounds of which they are composed. The result is confused motor (or kinæsthetic) imagery, which produces an unintelligible gibberish that has little similarity to the auditory impression.

Such a child has correct auditory impressions stored up, but has not learned the art of releasing them. Progress with this type is much more rapid than with the first type. Such a child is able to imitate the consonant and vowel sounds, but is unable to combine them in order to produce an intelligible word. For example, if you say daddy or mother, the child is unable to say the word after you in an intelligible manner. But when you break it into its simple elements, as da-dee or mo-ther, he will sound them correctly. This child hears and interprets the meaning of the word or sentence in terms of the object or the action implied, but he can not repeat either the word or the sentence, because so far as the motor speech area is concerned he can interpret and reproduce only the simplest form of stimuli. For example, the word mother recalls the image of his mother, but it does not stimulate the proper motor speech pathways to say the word mother. Again, Put on your coat recalls the action necessary to carry out the order; excitation immediately takes place along the association fibers connecting the memory centers necessary to stimulate the proper actions to carry out the order, but the child can not repeat the words.

In teaching a word like mother, begin with teaching m, then o, then mo. When he says mo correctly several times, teach th-er. Put th-er together and get ther. Then have him produce the first group mo and then the second group ther. All words should be built up in this manner for children with this particular type of speech defect.

Again take a simple sentence like I see you. It will be necessary to break each word into its elementary sounds. In order to teach this type of child to say the above, the work must be presented in the following manner:

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Each word should be taught separately until it is clearly under the child's control. The simple sentence used above is not a problem of three words, or three stimuli, to the child, but one of six elementary sounds. At first the child's vocabulary will consist of words definitely taught, but as activity is aroused throughout the speech area the child slowly begins to interpret sounds of a more complex nature.

The consonant sounds should be combined with the vowel sounds as suggested on page 10. Probably the sounds of m, p, and s will be found easiest and should be attempted first. A very great deal can be accomplished with patience and persistence.

Readings and Recitations

THE O'LINCOLN FAMILY

A flock of merry singing-birds were sporting in the grove;
Some were warbling cheerily, and some were making love.
There were Bobolincon, Wadolincon, Winterseeble, Conquedle,—
A livelier set was never led by tabor, pipe, or fiddle.-
Crying, "Phew, shew, Wadolincon; see, see, Bobolincon,
Down among the tickletops, hiding in the buttercups!
I know the saucy chap; I see his shining cap
Bobbing in the clover there,-see, see, see!"

Up flies Bobolincon, perching on an apple tree,

Startled by his rival's song, quickened by his raillery.

Soon he spies the rogue afloat, curveting in the air,

And merrily he turns about, and warns him to beware!

"Tis you that would a-wooing go, down among the rushes O!

But wait a week, till flowers are cheery,-wait a week, and, ere you marry,
Be sure of a house wherein to tarry!

Wadolink, Whiskodink, Tom Denny, wait, wait, wait!"

Every one's a funny fellow; every one's a little mellow;

Follow, follow, follow, follow o'er hill and in the hollow!

Merrily, merrily, there they hie; now they rise and now they fly;

They cross and turn, and in and out, and down in the middle, and wheel about,—

With a "Phew, shew, Wadolincon! Listen to me, Bobolincon!

Happy's the wooing that's speedily doing, that's speedily doing,
That's merry and over with the bloom of the clover!
Bobolincon, Wadolincon, Winterseeble, follow, follow me!

THE CATARACT OF LODORE

"How does the water

Come down at Lodore?"

My little boy asked me

Thus, once on a time;

And moreover he tasked me

To tell him in rhyme.

Anon, at the word,

There first came one daughter,

And then came another,

To second and third

The request of their brother,

And to hear how the water

Comes down at Lodore,
With its rush and its roar,
As many a time
They had seen it before
So I told them in rhyme,
For of rhymes I had store;
And 'twas in my vocation
For their recreation

That so I should sing;

Because I was Laureate

To them and the King.

From its sources which well

In the tarn on the fell;

From its fountains

In the mountains,

Its rills and its gills;

Through moss and through brake,

It runs and it creeps

For a while, till it sleeps

WILSON FLAGG.

In its own little lake.

And thence at departing,
Awakening and starting,

It runs through the reeds,
And away it proceeds,
Through meadow and glade,
In the sun and in shade,
And through the wood-shelter,

Among crags in its flurry,
Helter-skelter,

Hurry-skurry.

Here it comes sparkling,
And there it lies darkling;
Now smoking and frothing
Its tumult and wrath in,
Till, in this rapid race
On which it is bent,

It reaches the place

Of its steep descent.

The cataract strong
Then plunges along,
Striking and raging

As if a war waging

Its caverns and rocks among;

Rising and leaping,
Sinking and creeping,
Swelling and sweeping,
Showering and springing,
Flying and flinging,
Writing and ringing,
Eddying and whisking,
Spouting and frisking,

Turning and twisting,

Around and around

With endless rebound:

Smiting and fighting,

A sight to delight in;

Confounding, astounding,

Dizzying and deafening the ear with its sound.

Collecting, projecting,

Receding and speeding,

And shocking and rocking,

And darting and parting.

And threading and spreading,

And whizzing and hissing,

And dripping and skipping,

And hitting and splitting,

And shining and twining,

And rattling and battling,

And shaking and quaking,

And pouring and roaring,

And waving and raving,

And tossing and crossing,
And flowing and going,
And running and stunning,
And foaming and roaming,
And dinning and spinning,
And dropping and hopping,
And working and jerking,
And guggling and struggling,
And heaving and cleaving,
And moaning and groaning:

And glittering and frittering,
And gathering and feathering,
And whitening and brightening,
And quivering and shivering,
And hurrying and skurrying,

And thundering and floundering;

Dividing and gliding and sliding,
And falling and brawling and sprawling,
And driving and riving and striving,
And sprinkling and twinkling and wrinkling,
And sounding and bounding and rounding,
And bubbling and troubling and doubling,
And grumbling and rumbling and tumbling,
And clattering and battering and shattering;

Retreating and beating and meeting and sheeting,
Delaying and straying and playing and spraying,
Advancing and prancing and glancing and dancing,
Recoiling, turmoiling and toiling and boiling,

And gleaming and streaming and steaming and beaming,
And rushing and flushing and brushing and gushing,
And flapping and rapping and clapping and slapping,
And curling and whirling and purling and twirling,
And thumping and plumping and bumping and jumping,
And dashing and flashing and splashing and clashing;
And so never ending, but always descending,
Sounds and motions for ever and ever are blending
All at once and all o'er, with a mighty uproar,-
And this way the water comes down at Lodore.

ROBERT SOUTHEY.

RAILROAD RHYME

Singing through the forests,

Rattling over ridges;

Shooting under arches,

Rumbling over bridges;

Whizzing through the mountains,

Buzzing o'er the vale,-
Bless me! this is pleasant,

Riding on the rail!

Men of different "stations"

In the eye of fame, Here are very quickly Coming to the same; High and lowly people, Birds of every feather, On a common level, Traveling together.

Gentleman in shorts,

Looming very tall;

Gentleman at large,

Talking very small; Gentleman in tights,

With a loose-ish mien; Gentleman in gray,

Looking rather green;

Gentleman quite old,

Asking for the news;
Gentleman in black,
In a fit of blues;
Gentleman in claret,

Sober as a vicar;
Gentleman in tweed,

Dreadfully in liquor!

Stranger on the right

Looking very sunny,

Obviously reading

Something very funny.

Now the smiles are thicker,

Wonder what they mean!

Faith, he's got the Knicker

Bocker Magazine!

Stranger on the left

Closing up his peepers;

Now he snores amain,

Like the Seven Sleepers;

At his feet a volume

Gives the explanation,
How the man grew stupid

From "Association!"

Ancient maiden lady

Anxiously remarks
That there must be peril
'Mong so many sparks;
Roguish looking fellow,
Turning to the stranger,
Says it's his opinion
She is out of danger!

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