Escolar Documentos
Profissional Documentos
Cultura Documentos
FOR
CHILDREN
THE HYGIENE OF SPEECH
BY
SMILEY BLANTON,
M.D.
B.S.,
CAPTAIN, NHURO-PSVCHIATRIC UNIT, MEDICAL CORPS, U. S. ARMY
ASSOCIATE PROFESSOR, UNIVERSITY OF WISCONSIN
NEW YORK
THE CENTURY
CO.
PRINTED IN U.
8.
A.
TO
JAMES MILTON O'NEILL
FOREWORD
gratifying to note that those engaged in
speech training for children are recognizing the
great importance of not confining correctional
It is
volume
is
well illustrates
mechanism.
This
who
lisp
and stammer
speech.
to giving precise
In addition
and functional
prin-
proper development.
vii
FOREWORD
The volume
is
simplicity in presentation,
ernesses
may
its
work
Vlll
M.D.
PREFACE
many months
After the
own work.
therefore, that
fields in
It is
which
we presume
this
considertaion.
It
was undertaken
in
cultivated
this
advantage is
condemned to advertise himself with each word
as the product of less
happy circumstances.
ix
PREFACE
We
nurtured in mind and body, the child will present himself at school age with undiminished
possibilities for
good speech.
But
speech reactions.
It must be remembered that speech
is
the
highest and most fundamental human attribute, that without it one is set outside the possibilities
lows.
No
system of education
which injures
ignores
its
is
fel-
worth while
which
is
pre-
PREFACE
sented with the hope that it may give impetus
to a further study of such undoubted authori-
ties as
Jelliffe,
ers,
We
work
in the University of
Wisconsin to
assist
Tulane,
who by
and
and
will
THE AUTHORS.
XI
CONTENTS
PART
PAGE
I
II
trial
10
by voice
speech as a
sential.
III
THE MECHANISMS
The
the
original
OF SPEECH
endowment
motor mechanism
...
22
area.
IV
THE
COORDINATIONS
47
rhythm
CONTENTS
PAGE
relation to speech; the accessory musand their misuse; in the home; in the
and
its
cles
in the crafts.
schoolroom work;
V THE
The
PLASTIC PERIOD
racial
three
inheritance:
years
rather than intellectual
;
the
new
relation be-
home: the
cipline in the
principle of sublima-
tion.
VI
86
The first step the four periods baby talk individual language the speech output the quiet
child from three to six speech material adult
:
standards.
VII
99
Stuttering: what it is; attitude of society toward it; the social prospect; frequency; early
diagnosis; the attitude of the parent; treat-
ment
"patent methods"
pressure;
emotional
introspection;
speech
hygiene;
vocational
relating to
imitation
help;
nagging
sinistrality
stuttering;
monotone; harsh; weak; high
darks' sign letter substitution lisppitched
ing neurotic mechanical negligent oral in:
activity:
foreign
accent:
American
dialect:
xiv
CONTENTS
PAGE
VIII
RELATED PROBLEMS
The
131
the mal-ad-
physically handicapped.
IX
EXTRA-SCHOOL ACTIVITIES
Social duties
platform reading
.155
sinistrality.
PART
I
THE BEGINNING
II
OF SCHOOL LIFE
167
voice
II
THE SPEECH
Letter
position:
coarse muscles
resonance
Ill
CLASS
179
lip-reading:
fine
muscles
aloud:
reading
inflection
tone
information.
PROGRAM
204
Instructions
for giving
exercises
table-guide
for kindergarten first and second grades exvowel position consoercises for relaxation
fine conant position
coarse coordinations
:
ordinations
nunciation
inflection
resonance
tone
pro-
information.
INDEX
257
XV
CHILDREN
PART
THE
is brief.
it
Like
lay shrouded
and quackery.
The reason
eral public.
voice
is
pression
life that
so fundamentally
that the
is
bound up
in the ex-
attitude.
It is essential that
the craftsman
how much
strain
it
what
alloy.
will bear
finally,
without bend-
what
is
pure and
mining.
The worker in speech handles a finer medium. The study of the composition of speech
the study of the many reflex and voluntary
The point
activities of the human organism.
is
at
is
the point in
himself
to
the
trained
listener
and says:
Even to-day
time
is
human
Our
separately.
tional endeavors
general
educa-
incoming end of
motor end as
thus becomes apparent as an
essential part of
life,
and by class-room
contact.
we
are endowed.
Speech
is
helping the
child to acquire the correct values of the afand practice in the expression of
fairs of life
these emotions are the
that
is,
two fundamental
of educational endeavor.
With
fields
the introduc-
The value of
corrective
dis-
But
if
dividual corrective
work could be
obviated.
and
his
own
point of view.
obvious that to get smooth, easy coordinations his intellectual and emotional capacity
It is
They
cannot be expected to value a study that contains no immediate interest, and if a subject
is
way
as to
on something
that task
inevitable.
is
else,
and
failure in
The work
that
it
end by indirection in order that the automatic functioning of speech may not be interits
In
fulfilling these
Huey has
demands
it
called
"mouth-
was necessary
to select
effort
for these latter the children say in a singsong way, which brings no results. Stories
had to be written that obtained the maximum
trite,
The
of
all
The
is
life.
CHAPTER
II
ITworld
within
the
possibilities
ter,
there
is
has
trial
says,
by voice."
infinitely expressive
Without
been
Even
man,
Mary Thompson
ignored.
the many
relatively
"Among
of
is
an
Whether a
good or bad
of
1
life
10
GENERAL EDUCATION
the greatest difficulty, although by an effort it
may be much improved. Training for correct
more
to break
down
social barriers
and
elimi-
This
is
who
It is often
are socially acceptable.
observed that poorly constructed English and
faulty pronunciation do not conceal true cul-
ple
and
cer-
lack
of breeding.
In a democratic nation,
ing becomes almost anti-social. It is a remnant of autocracy whereby we say that the child
it
inherits.
Since
it is
ii
it
made
at once available
of the emotions
be
is
its at-
The
truth cannot always be told of our emotions, no matter how much value the emotion
obviously not an act of kindness to shiver with the cold or some receptive
may
have.
It is
nausea in public
primitive value
is
is
untold.
We
may
not even
The
primitive alphabet.
fundamental necessity of speech and expres-
indicated
in
the
12
GENERAL EDUCATION
sion thus becomes identified with
human
lovableness.
good breed-
The
physi-
Even a
and
many
to
dom
with joy.
Speech is a reaction to the environment as
hand from a
must
suffer.
It
is,
indeed, a ther-
reactions,
and the
show themselves
is
to
field
of educa-
"is
It is
main
the main
the
The information
is
given in the
that
makes education
medium
possible
of speech or of the
speech,
speech.
Why,
then, has
it
is
Because
it
that
is
it
learning at
all
acceptable.
"A
John Arrowsmith says
method of thought-expression
:
which should be
ous.
full, direct,
child's natural
is
by speech,
simple and copi-
GENERAL EDUCATION
method of thought communication, has been
l
It
stressed too early in the life of the child."
would be against all the teachings of musical
the bow.
the child has obtained speech by imitation before he is trained in its essentials, for he is then
The most
vitally
is
yet complete.
From
i
nine to fourteen
"Possible
Lines
of
School
4.
15
is
if
un-
a period of read-
Reform,"
in
"Child-Study,"
and
is,
and a more
difficult one,
From
fifteen to
twenty
is
much greater,
However by
is
persistent
The
GENERAL EDUCATION
which
first
language.
What
and "do not talk so much," are perhaps the admonitions which he hears most. His obedience
to the first
first
veloped.
to degree,
ability,
and
in
before
its
automatic
control.
The
child's
may
develop,
is,
time,
child
this
end
in view.
frequently.
"Do
mended
They should
not, of
sation
when
wishes to
talk.
is
pernicious doctrine.
18
No
child can
GENERAL EDUCATION
learn to speak
who
abides by
The
much
as in the home.
The
teacher, as does the parent, deals in degrees and takes advantage of her position to
enforce a quiet that is not advisable. Especially
is
two grades of
is
school.
correction of pronunciation
on the
and grammatical
construction.
them
will cor-
Joseph H. Choate, a
man of acknowledged breadth and insight into
social needs, said that "the whole matter of
pronunciation
is
fifteen.
when
19
is
muscles for
five
minutes daily
may
regain the
Normal speech
the incorrectly formed habits.
corresponds to the straight back; abnormal, to
the deformed back of the coal-heaver.
The emphasis
muscular use of the body, and that lack of interest soon ceases to be a negative state and
hence
of the vocal
apparatus follows.
sloughing off of our own personality,
restriction
The
dislike;
in reading
games and
rhymes as well as
in reading or acting
Interest
and
direct
work for
20
letter position
GENERAL EDUCATION
are mutually exclusive with the young, and the
except where it is undertaken to correct
abnormal conditions of malformation and me-
latter,
chanical lisping,
is
apt to
make
conscious a
and
distracts
In adults, where the vital coordinations are set and a great deal of change cannot
the work.
may be
Work-
ing by indirection may be said to be the fundamental rock on which speech training for chil-
dren
is built.
21
CHAPTER
III
AT
birth the
human
These are
negative
state,
The former
is
contentment
shown by
cries
or
acceptance.
and movements
some movement of the limbs and trunk. Similar endowments are the possession of nearly all
The endowment that
of the animal kingdom.
sets the human apart from the other animals
is
less,
This
we
call
ability
vowels
it
unac-
who must
be given
speech, as
we know
nature."
It is
emotions.
Thus
the child
reactions at his
the situation
must
select
command
that
is,
and
by thus relearning
inflection
and
in the kinaes-
reaction, crystallize
which he
is
giving expression.
By
giving
to
mo-
to accomplish this
It is
composed
For purposes
the nerves that convey to the muscles the impulses that originate in the brain.
From
first,
ribs, inter-rib
mus-
bone.
The
eighth, ninth,
and tenth
ribs are
The upper
rib.
ribs,
moved, as
there rests upon them the breast muscles and
fat.
Hence, it can be seen they would not be so
flexible as the
lower
five ribs.
box
consists of
an
air-
which
such a
way
through the
thorax is a fanshaped muscle, domed upward
This muscle is called the diainto the chest.
25
The
act of breathing
ordination of
more
is
and external
rib
The mechanism of
their use
is
as follows:
ends are
away
The main
it
contracts,
becomes
less
26
its fibers
are short-
domed, becomes
al-
flat.
When
the
the dia-
abdominal
through the
abdominal organs, which helps to force the diaphragm back into place. Thus there is added
to the resilience of the
to a rubber
27
bag
way
of
When
the windpipe.
is
air-
When
the diaphragm and the interrib muscles are relaxed, the air is forced out of
process.
the lungs.
This
This, then,
is
a passive process.
the mechanism of breathing;
is
By
is
forced
out.
is
rhythm
life.
must be
mechanism
it
will
move smoothly
it
must be so deeply
by training, that
it
will
be maintained no
given that will at least partly insure their holding and will give the person control enough and
knowledge enough to regain the use of the
mechanism
29
The
The
is
glottis is the
particles
from entering
it
during swallowing.
Situated on the inner side of the upper posterior border of the cricoid cartilage, are the
to
it
to the breast-bone.
During the
set attaching
act of swal-
rises.
a low tone
is
is
pulled
downward.
The
is
quite small
and
divided into two parts by two bands of ligaments which project across the cavity of the
is
composed of
adult,
In the
an
they are
drawn
across the
The
sec-
loosen.
is
done
chiefly
is
to tighten
and
and
The
fine
larynx as
called
the
it
muscles.
The
intrinsic
an
inch.
mouth are
roof of the
and swallowing.
point of
vkw
articulation
muscle
its
fibers,
the tongue
is
mas-
From
a biological
action as the chief organ of
a luxury.
is
and
which run
It is
composed of
in three directions,
gives
it
its
It
mobility.
hundred
A precise use of
the
definite
tongue,
speech
is
movements.
therefore,
is
required
if
good
to be obtained.
As
"1,"
the tongue
is
tongue
is
who have
a deficiency
mental development.
Precision in the use of the tongue
is
to be
hangs
in the
In front
it is
cavity.
Posteriorly, the
nose.
The muscles of
tract
34
The
teeth
when
shown
is
cleft palate
is
As
is
throat
are called the active resonating chambers, because they can change position and form to
The
and the
advantage of
and lungs.
larynx
To
is
take
moved
way
as to
tor.
At
is
is
As
controlled
the child
and
grows
articulation
learned.
life
36
and
in certain
ways
in response to stimuli
which
The
vocal bands
must be stretched
desired tone, the diaphragm and inter-rib muscles must relax, and the abdominal muscles
much air is
a common failing
little
air is
If too
in children's voices.
is
weak.
A wonderful
if
good,
Many
37
which
two
distinct halves.
The
brain
is
divided into
easily
The spinal
distinguishable on examination.
cord is also, anatomically as well as physiologically,
sum
mind of
the normal
person.
The
have been
investi-
38
a motor
cell
From
is
govern
muscles of the
hands, arms, eyes, neck, muscles of the diaphragm, vocal bands, and tongue muscles.
The nerve
brain.
cells
to the opposite
side.
mechanism of
speech.
THE PREFERENTIAL
While the brain
SIDE
This
is
commonly designated
as "right-handed-
is
extended to the
Occasionally
which one
is
arrived at in
common
The impulses that go to the voluntary muscles come from the motor area of the cortex of
the brain.
Automatic
do
breathing,
not
actions,
such as
life
cortex.
These automatic actions, probably being developed long before the voluntary, are governed by the medulla, situated at the base of the
brain.
and caudate
automatic.
Such an action
is
walking.
This direction
is
cells in
center.
This respiratory center, while situthe medulla, is under the control of the
the lungs.
ated in
cells
when
may
take over
cortex.
42
silence,
is
associated with a
baby or the
sound of the voice of a friend, and these assopistol-shot or a train or a crying
images that make possible the understanding of the sensory impressions have also
ciational
is
what happens
or articulations are
in speech:
made
when
tone
is
It is
not to
tions necessary to
Howell,
Wm.
H., "Text
43
220.
The
sense of kinaesthesia
of the greatest
value to the individual person. It is "a consciousness of the
is
is
a repetition of a
ment
is
with the aid of this sense, the moveso well learned, the patterns so well
function independently.
This area where the kinaesthetic images are
stored is in reality an associational area, just
as are the areas that contain the associations of
44
1916.
center, as
term
it is
is felt
sometimes
called,
although this
to be too circumscribing.
site
ous
hand that
;
handed people
From
it is
is,
in
on the
right-handed peo-
left side
on the right
and
in left-
side.
If this area
is
is
is said,
destroyed,
in-
we
cannot under-
written language, and thus are almost completely blocked from communication or understanding.
45
in
this
motor
associational
may
speech area.
CHAPTER
IV
THE COORDINATIONS
is
ordinations.
SPEECH
It
may
be
defined
as
many
Such as
as swallowing, suckling, cooing, etc.
are safety reactions, for the preservation of the
The
47
is
results obtained
Exercises
for
the
development
of
these
motor area
kinaesthetic sense.
direction
involve
its use.
"the most
humanly
The
efficient
kinaesthetic sense
than a plant."
Dearborn,
ment," page
i.
George
life
is
probably developed
in utero and is encouraged
Van
Ness,
"Moto-sensory
Develop-
THE COORDINATIONS
by every movement of the mother while the
infant
is
if
commonly made that "the infant is a vegetable and should live the life
suited only to a vegetable."
Such reasoning
the statement so
With
the introduction of walking, the simple rhythm is deeply fixed in the organism.
is
and generally
responded to, as will be seen in the uniform
sense of movement with which people
respond
to march music.
Rhythm is so fundamental
firmly set.
It is the
49
easily
show "a
persistent tendency
and inten-
1
according to Dr. Ishiro.
Defects due to lack of rhythm may, therefore, be said to be very fundamental, and it is
sity,"
is
lack-
common.
march
to simple time
Kirk
relatively
and opportunity
1
Dr.
Ishiro,
for,
"Researches
Psycho. Lab.
2
Kirk, Florence
Children."
H.,
in
Rhythmic
Action."
Yale
50
THE COORDINATIONS
ance of marching for young children cannot
be too highly emphasized. That it supplies a
real
shown by
vitality
is
etc.,
as the
fine
jumble of unin-
sounds.
As would
The
mering.
stutterers, contrary
at
The value
is
more complicated.
This was
demonstrated
fields
"The
of coin
the
in a series of
Dr. Johnson
on
speed and accuracy of voluntary movements
was not limited to the member which was exercised."
It is unfortunate that conditions do
not admit of more simple dancing in the early
grades and that the greater part of rural communities have been deprived of the opportunity
says in this report,
effect of practice
much more
strain
on
52
THE COORDINATIONS
Compare, for instance, the strain of the
muscle coordination involved in piano practice
with the coarse muscle coordination involved in
Other elements
pulling a lever of a machine.
intrude in the comparison of any two types of
work, but perhaps the difference would be perceived more easily by a comparison of five
hours of constant walking and five hours of
constant talking.
The former would be possible to
a great
would
except the rarest and most
many
be impossible to all
highly trained speakers.
which
Such
knife and fork, buttoning small buttons, stepping over door-sills, moving around furniture,
will require
much more
effort
on the part of
by
adults.
The
is
stimulated
for instance,
ordinary home
along this
is
line.
may
Too many
to sit
still
which
to draw.
While
muscular development.
outpouring of the racial
young
child's
In an excess of the
instinct, little girls
are
aged.
children
during the
fine
first
the marble
in shooting
amount
and bending and kneeling
54
involved.
Among
THE COORDINATIONS
where the opportunity for runlimited, games requiring finer move-
city children,
ning is
ments tend to appear
evil, in part,
earlier.
It is against this
inaugurated.
In the arranging and placing of school work
a certain amount of attention is being given
to the muscle and nerve strain involved in the
different types of
ulum.
But
work included
in the curric-
first
grades.
Many
edu-
recently observed
wood on
printed letters.
without value
releases the
young
is
not
child
from sedentary
school-room occupations. But while the old
punch work and fine paper-mat work are no
movements and of
respite
a tendency
to bring into even lower grades some of the
arts requiring the dexterity of the fine muscles.
Some rearrangement in the order might be
is
THE COORDINATIONS
ments which would
benefit the
young to a much
velopment.
The work
muscular coordination.
The
essential in the
57
CHAPTER V
phenomenon known as
BECAUSE
relatively
baby
is
common we have
not
less.
It is
realize
the
value of
shown in these
Even during
the
instinctive
racial
inheritance
movements.
the third day of life violent crying, caused by piercing the finger to draw blood
for laboratory-test purposes, was hushed by
lifting
58
of the child.
The theory
is
must be stronger
displaces, and this quieting
coming
it
in
apparently in response to the primitive pleasure felt in thus exercising the kinsesthetic
is
sense.
The human
infant
is
not confine himself to attempts to express himHe expresses pain and discomself in tones.
forts of various sorts not only
by
cries,
but also
by the use of arms, legs, facial muscles, abdominal muscles, and possibly abdominal content.
By
months
it is
quite prob-
and
59
year he
has not only a full equipment for the formation
of English speech, but also has in his sound
crying.
By
first
vocabulary, according to some authorities, certain primitive sounds, such as the vomitive
The
is
in
our
possible without
individual.
place.
The postponement of
formative period
very unfortunate.
beyond
this
definite training
is
educationally
The number
of children below
five
years
now
is left
education
to the
home,
changed.
In the pre-school
differ
radically
as
its
It
in
should be ad-
and emotional
five.
public
It
possi-
should have
It
should have as
and co-
its
life.
see
the infant as
61
more
it
which
warmth and
at the
same
collides
Freedom from
vital.
great
all
restricting clothing
is
very
many
physicians now
nal binder, which has been in general use for
Those who still use it often adgenerations.
mit that
which
by
it,
it
it is
it
would
This should, of
of the best for young infants.
course, be done at the pleasure of the parent
or nurse and not of the infant.
is
If the theory
it
is
occasionally than
it
when
it
does.
Walking
is,
than feeding
pose.
it
The
is
pleasure
felt
must be remembered,
is
same pur-
by the infant in
this,
developed in response
An
attempt at the
suppression of the use of this sense occurs at
birth under the ordinary routine of the nurs-
ito
63
ery, as
He
minutes at a time.
should be given the opportunity to do this in order that the back and
neck and chest muscles may be exercised. He
on some
flat
hand
movements of
It will also
days of
life
all
make
defi-
first
slight pressure is
hips, or back.
To
tendency the
be the passive one
utilize this
third
second week,
if
64
the
tub
may
child should
He
it.
much
later.
balls of
the
may
seem crude
in
If these things
are as
as
much more
vital
Not
ing and, indeed, the architecture and disposition of the rooms of the house are readjusted
to the needs of the
home be an
ideal
young of the
place
for
their
rearing.
which
is
it is
a thickly carpeted room, where the soft conditions of the sod are duplicated, and in which
the furniture edges and corners are padded in
such a manner that he will have no fear of
them.
a serious question.
The good
muscular development that comes with running on soft sod, uninhibited by the fear of
To understand the muscular tension
falls.
necessary for a child to run over an ordinary.
was with
If, in
the child
in
addition to this,
The
is
The
child
is
unable
Adults, through mistaken ambition for the child, often demand the same peradult does.
demand
To
scold or
nag a boy of
68
which
his
The
accessory coordinations are not fully adjusted until the period of adolescence is passed.
child cannot, without a great deal of thought,
Of
course,
it
is
is
when
noise
is
to be expected of children.
69
It is
not
ing,
may
be curbed without
harm
must
live,
to
them for
whom
they
to
do
with the coordinational powers should be tolerated until that age is reached when the child
will
fine feel-
child,
is
good of
It is di-
national development.
It is certainly directly
against the welfare of his speech.
Among
ordination
is
70
Even toy
when they
are
presented to children by uninformed and wellmeaning friends, all print should be pasted
over, preferably with different colors, from
which the child may get some sense training in
There
is
which adults do not discriminate between the desirable powers of childhood and
ditions in
first
grade reading
to be of
fine discrimi-
The odors
would be incomprehensible
erations
senses
if
in a
few gen-
these
was
which we
and the nerves respond although the individual person be unaware of the portent of
not,
Training the
and
will
it
be for
many
distract-
now
The
child
must be protected from measles, whoopingcough, and colds. Common colds, especially,
which have such an ill effect on the articulatory
It is
organs, should be vigorously excluded.
not generally known that common colds are
germs necessary to
produce a common cold whenever conditions
are favorable to their development.
common
bad
Continued
effect
on the
Company.
73
membranes themselves.
No
child, especially if
he be of the tempera-
ment of which defective speech may be expected, should be submitted to either eye strain
or what
public
we might
is
call
ear strain.
The
general
conversant with far-sightedness and
Gross injustice
whom
is
this is true.
The
is
rarely distinct.
74
of the most vital factors in the development of the child is the sloughing off of the
It is
very
hard for the parents of a child to realize the
necessity of its being permitted to grow up and
spiritual
The child is
place in the adult world.
soon to take its place as an individual in the
take
its
life
White
says,
"The excessive
affection
which
often purely of
this selfish kind, seeking not the independence
and self-sufficiency of the loved one." The
holds
spirit
many
families together
of sacrifice, which
is
is
or should be the
75
William H. Burnham
other children.
"It
is
says:
in a family,
chil.
lacked
made
to persuade
2.
76
world
age.''
he
if
is
to live successfully in
it
either he
To
live successfully,
it
is
if
not always
he is able.
The
based, and
child cannot
could,
cause
earlier
ning
is
it
it
all
human
happiness.
If he
would not bring him happiness, bewould not bring him friends. The
he
is
in the begin-
from the
and accepting
were not well should be
race,
77
life,
and healthful
Normal speech
two attributes are
ual development.
ent
where these
THE
spirit-
only pres-
present.
With regard
ogy of the
is
Some
no
anal-
may
be
with
girls,
male
is left
to play.
And
little
is
in doubt
the
first
first in-
often very tender and beauthe adult has had the cleanliness of
structor in sex
tiful if
is
is
permissible.
And
78
own
or the
room with
the weaning.
Parents rely on the lack of observational powers of their children in a very
and unjustified manner. Too numerous to mention are the cases of neurosis that
come to the attention of every neurologist and
foolish
psychiatrist
directly to
DISCIPLINE IN
THE HOME
The matter of discipline in the home is, unfortunately, more often a matter of convenThe
ience than of deep thought-out policy.
usually corrected for doing those things
which irritate or disturb, or in some way come
child
is
79
And,
must be remembered
to be
first
should be cultivated.
Two
children
chil-
ing in initiative and daring should not be punished for the same thing for which a mischie-
vous
child,
who
is
Children,
it
will
The
its
application.
habits of scolding
and nagging
in
which
so
many
great
many
children.
The nervous
80
child of the
he
is
Such an atmosphere
harmful
of speech.
under which
to the child
The
prone to
is
espe-
difficulties
difficult to
the
already laboring.
An
activity
The
needs
the
prohibition of a fundamentally
useful tendency will not be tolerated by the
of
individual.
81
Dr.
William H.
says,
Something must be
nated activity."
tuted that will
fill
the need.
substi-
Too many
chil-
live
detrimental,
because
activity
is
growth.
and
But
list,
quits
if its
many
some
instigation to
Expression rather than suppression, sublimation rather than prohibition, must be the
It
1918.
82
of
all
to them.
to
make
the
mand
too
much
an
effort.
is
mental
faculties.
desires.
83
most
combated in
not made an omnipo-
is
easily
If he is
the very young.
tent ruler over the family in early years, he is
not so likely to have an exalted opinion of himself
and
and
which
is
sure to
he has acquired this attitude, his omnipotencies must be diplomatically, but thordren.
If
been in
own mind,
as
it
has
He
ness to
make
ation.
He must
shirk
it
be
made
or explain
it
away
84
or deny
its
exist-
must be himself.
CHAPTER
VI
taken the
DURING
complishment
first
is
first
poor, the
memory
faulty.
The
is
notable
is
associations
among them,
struction,
and
of spoken language.
From three to nine are the great years in
which the speech habits, already partly acquired,
must be
set.
It is
most unfortunate
is
neglected as to expression.
86
of sentence building.
In the first two periods relatively little can
be done to influence speech in the slightest, except the training of the general coordinations,
nant sounds, which restrict the throat. Example is the one way in which influence can be
exerted at this period.
It is the transition from the period of
meaningless speech, through the period of conscious control of speech to the period of auto-
is
powers of the
child.
centers,
which
Trettien, A. W.,
"The Psychology of
the
Language Inter-
88
tarded.
says,
"The
child
may
even lose
very special
way were a
ties,
aged.
child
regain
all
made
to be
be kept in mind
that it is useless to stimulate, or to attempt to
stimulate, the expression of abstract ideas in
conscious.
It is also to
guage used
at this period.
The
voice at this
The
is
whereas, inflection
go
an
is
intel-
a mat-
and
is
very slowly
Conscious
is,
therefore, necessary in
becomes auto-
order to
inflect
matic.
beyond the
a sentence until
it
is
probably
BABY TALK
talk has
baby talk
in a great
many
instances, as pointed
Baby
By baby
talk
is
91
and ab-
breviations.
life,
passed, that
is
after
legitimate period h;
harmful to the child.
its
hampered by the
ried
is
on
in
poorly directed,
may form an
individual
is
harm
answer any question or demand in which an attempt at normal speech is not made, and she
should see that others surrounding him do the
taken early enough
If
the speech may easily be made normal.
not, the child should be taken to a teacher
same.
If this direction
is
is
to the deaf.
Trettien
who have
character and
This
is,
if
its
future life/'
anything,
an understatement
93
condition
the
Marked
that
occasionally
occurs.
through speech.
to join in
Added
to this
is
the inability
was
that of an
One
inter-
we have
American
studied carefully,
boy who had evolved
own
in their
94
Cer-
modulated and
artistic
with well
child.
Good speech
in those
around the
child
is
of
SPEECH OUTPUT
The
who wishes
to
do the talk-
Forcing
stillness
If the adult
fortunately almost impossible.
would spend more time in the cultivation of
95
own
part and
a radical change
if
is
their right.
From
is
a period of very
would
be
very
detrimental.
Speech
96
what other
attributes they
may
have.
Further than
this,
None
language.
of us
of them, but a larger vocabulary attained early would be of great assistance in the nice use of words in later life. It
proximately
all
would also afford for the child new letter combinations on which he could practise.
child's
rected
if
The
ex-
use
would
not
likely,
CHAPTER
VII
in-
INdividual
person, rather than the defect itself, must be considered, for not only do the
symptoms
are present in
less
typical
all
more or
The final
and constant
picture.
99
Makuen, who
has so aptly said that "the time to cure stuttering is before it begins." The term stuttering
used to include stammering, since the genesis
of both is quite probably the same, as are also
is
down
symptom
that
may
of several conditions.
defect of speech
and
is
most serious
always superimposed
rules of mental
to one
may
ap-
all,
askew, and only those methods of treatment are of permanent value that aim at the
terer
is
work necessary
to alleviating the
symptom.
The general
attitude of society
toward the
is
the stutterer
is
the clown
and when
it is
is
which
taken
the vic-
tim of a severe nervous derangement, the seriousness of this will at once become apparent.
Stuttering
is
quite serious
enough without
this
added handicap.
Stutterers
may
army or navy.
By
have been successful actors, and very few successful singers, since, although a great
many
On
men
of prominence.
Potter
become
Moses
stuttered
DemosThe Rev.
stutterer.
number of stutterers
"exceeds the combined number of deaf, blind,
i
"Speech and
Its Defects/'
I
1882.
O2
and inexpensively
cured, the usual apathy assumes almost the
could
defects
be
readily
aspect of cruelty."
is
added to
number
one per
The beginning of
calls
attention to
young
it.
It
children, although
The statement
is
is
it
recitation,
rarely noticed in
is often present.
therefore often
made by
the
103
The
attitude of parents
of complete apathy
his defects or that
is
made
to
only to
if
the child
grow up
is
in order to cure
it.
How
this
remain a mystery.
Perhaps
it is
caused, to a
must
by no means unarrestable,
it is
the result of
more than
The
is
that he will do
and
in treatment
and
grace.
Most
somewhat
to condi-
tions.
can at
least be
made
made
infinitely
The
child
symptom
is
est results
from
serious
is
always that
The
it
rea-
cannot
word
bring about
some marked change in the stutterer's mental
attitude.
But these measures bring only temvoice or visualizing the
will
06
And
so, indeed,
emotionally and in the field of the coordinations, the chances of a relapse would be very
The more amenable to such a
great indeed.
It is at this stage
the
patient
is
he
off
is
cured.
ing and his emotional life is stirred by the reeducational processes, but the aid which is given
107
is built
Some
home
will
be
briefly outlined.
The
This, of course,
is difficult
ent school arrangements, and some modification in training is necessary to meet existing
conditions.
But he can
one of the greatest complaints of stutterers that other people, with misplaced sympaIt is
of their mouths.
They answer
way
be permitted to
talk.
the questions
Most
1
08
stutterers like to
talk,
even
sion.
if
when
the stutterer
haps
this,
devel-
be so unsatisfactory
he replaces his interest in real life with an interest in an imaginary life laid in books and
is
likely to
day-dreams.
He should be aided to adjust himself to life
with other children. If his tendencies are not
a great deal of attention
should be paid by the parent to this point.
Other children should be invited to share his
in
this
direction,
The
him.
quite sure that the stuttering will not be acquired from imitation unless there already exists
taint or a re-
The
and depression.
He
to be too boisterous
and gay
in
temperament,
he seems to suffer afterwards a corresponding amount of depression. This form of emoif
mine whether the laughter and vivacity is normal or abnormal, or rather, healthy or unhealthy.
The
no
him as
tainly
The
possible,
may do
a great
stutterer
who
amount of harm.
is
The
London, and
any question
etc., is
made
for
Ill
on him.
rhythm
are of value.
First among these would be
swimming and dancing, both of which have an
excellent effect on the development of rhythmical breathing and control of the diaphragm,
and would thus tend to correct the abdominal
and diaphragmatic cramps that are present in
stuttering.
The singing of
also advised.
may
may dance
well, they
may run
fine crafts
intricate machines, or
VOCATIONAL GUIDANCE
The
himself to those
fields
is
He
is
more
likely to
select
none of these
HYGIENE
and
not too
much
for a child
ordinational trouble.
If the
co-
sleeping habits
The
and never
posite sex.
that this
Above
the
The
in the
No
may
all,
the op-
order
be carried out.
and happiness.
By
may
rob him of
many
to fall
is
important indeed.
Some, af-
entirely.
line,
refer to
them as
we say
that there
Just as in insanity
no sure line between the
stuttering.
is
monotonous
field
voice,
which
is
an inhibition
in the
way in which
stut-
is
show
more
matory processes.
All of these conditions
may some
time be
observed in the speech of stutterers, the monotonous speech, or its opposite, being an al-
stuttering.
must be considered in
both the field of speech and singing, as the use
of the voice in both comes under the same emovoice
tional laws.
By monotonous
voice
is
the very unusual voice that speaks or sings enE. W. Scripture has shown
tirely on one tone.
This
is
unfortunately rarely considered, and especially is this true of the monotonous voice in singing, where the voice is usually
This defect
is
mental health.
sing in public, and attempts are made to reform it in the presence of the class and others
Like the stutterer, the child with the monotonous voice may be worked with alone or in small
groups, and this, indeed, when undertaken by a
sympathetic teacher is very excellent.
It
is
defective
speech
of
any
sort,
The monotonous
voice
according to
is also,
The
same
quality,
lepsy
same
individual.
The
derlying condition.
LETTER SUBSTITUTION
Under
and
be both lisping
Recently these two forms of de-
lalling.
118
rately.
The
word
lisping indi-
them.
use of the word lisping is as affected and simpering as the affected speech of a certain class
This
of English people.
is unfortunate and
last
is
may be
The
E.
W.
Scripture,
to stuttering.
It is
It is
able to treatment
119
in such a
way
made correctly.
The third form comes from
negligence and
is
usually sufficient
among
The
is,
in turn,
due to lack
of mentality.
full intelligence,
not handi-
movements
to his condition.
Even
to
make
intelligence
is
lacking.
mechanical.
is
present, as
it,
is
but
form of lisping.
The fourth form may be classed as oral inactivity, and may be back oral inactivity or
front oral inactivity or a combination of both.
This group of defects is most often placed with
lisping
and
lalling,
special study
but
is
deserving of more
and consideration.
While
it
may
be present in persons of full or nearly full intelligence, due perhaps to some illness in the
is
moron and
the imbecile.
121
consideration
which
is
if
virtually constant,
the
amount of
lisping
it
will be seen to
and
outrank
lalling.
York
(New
New York
sixteen cases
and
tion,
three
cases
of
oral
inactivity.
medium
oral inactivity,
and one
total
lack of speech.
No extremely low grade or
idiot cases were included.
formation of the
final
front consonant
initial
122
final.
word
As, for
"lisle,"
the
tongue
roof in the
first
will
"1,"
is
often justified where front oral inactivity predominates, but where back oral inactivity is
present the prognosis
not so good.
The fifth form will be grouped as foreign
accent.
This may be due to one of two causes
is
is
some foreign
it
language in preference to
own.
its
This af-
two parts of the population, those of German extraction, who have to a great extent
fects
and the very well-to-do, who have persistently given their children French during the
Both of these groups of people
earlier years.
lish,
123
of the
German language
is,
from
therefore,
duties
differs so greatly
must be taken
up.
cases of very
under our observa-
Many
called to this
cent, they
lects.
may
The
lips,
correct position.
INDISTINCT SPEECH
124
two
is
is
idioglossia,
a distinct lan-
who
from the
mother
tongue.
"Indistinct
many
glossia or
it
may
may
may
tion
it
may be a back
may be lisping; it
It
be corrected by atten-
for a thorough mental examination, as the majority of people not markedly neurotic who do
not acquire the ability to make themselves understood are definitely lacking in mental de-
velopment.
125
or "nurse."
injury to the
brain, such as a
birth.
of some form.
Third, the disturbance
known
as mutism.
Lack of speech
discussed here.
from
total
126
deafness
is,
of
course,
not
is
may
The speech
activities prob-
By
lack speech at
home where
where
it.
If the child
its slightest
whim
is
is
is
reared in a
anticipated,
it
it
will
speech is
tact with the outside world, where
its
signs are
full intelligence is
simple.
The
make an attempt
names of
him.
Even
at repeating the
may have
to concede to these
attempt to repeat
home with
whim.
to the
ing
is
and blows.
This results
a poor social asset. This is the speech handicap of the upper classes, and is seen in ever in-
waxed floors
and immaculate and pampered and only chil-
dren
is
ciety.
is
and the
nism.
result
The
is
fortunate than
all,
mechanism,
a stutter.
129
or,
more un-
seen
who
members of
families in which
all,
or nearly
late
are
all,
130
CHAPTER
VIII
RELATED PROBLEMS
N TEUROTIC
1
problem of
it,
Speech, in fact, is a
thermometer of both of these conditions, cerintelligence is lacking.
"A
it is
well to
remember
many
child
factors in the
entire psychic
appears, his poise, movements, attitude, and reaction to the school-room conditions.
brief study of
some of these
different
It is rather
ough study
offers a solution
and
justifies
now
132
a dif-
consid-
who
is
RELATED PROBLEMS
THE EGO-CENTRIC
ego-centric is difficult to describe from
the point of view of the behaviorist, because he
The
manifests himself in so
sites,
and varies
many ways,
in his
often oppo-
rapidity.
His fundamental
estimation of his
trait is his
own
extreme over-
individual value.
He
is
He
all
is
criticism to himself.
plain in
Thus
is
cism.
133
is
often that
He
is
He
White
has
1
in
calls
the safety motive," and changes of routine become intensely disagreeable to him. He may
self
all
in-
134
RELATED PROBLEMS
Their
own home
often the poorest they could have for combating such trouble, for behind each neurotic child of this type
influence
is
there
is
adds
to,
type fortunately relatively rare, but familiar to every teacher, is the negative sugThis child is as definitely suggestgestible.
ible as the
most
he
asked to
rise,
he remains seated,
if
asked to
sit
This
dren,
trait is often
encouraged in young
chil-
it is
often
The
child
as
it
n't kiss
Later,
when
it
ceases to be "cute," the trait so carefully fostered is considered stubbornness and punished
as such.
Such a case
It
is
its
As an
RELATED PROBLEMS
SPEECH PRESSURE
Speech
speech,
is
pressure,
or
need
excessive
for
normal people.
show itself when embar-
present at times in
all
earlier years
than
later.
Every teacher
No
subject
is
is
itself.
this child
No
time
is
though
in
spite of
his better
judgment, no
hold up his
rives at
Few
which he
would be safe
to
The
and
child,
feel-
ing of inadequacy lies at the root of their trouble, for timidity does not always manifest itself
in confusion
and blushes.
The timid
Boldness
are the
or unconsciously, often
over-compensates until the picture which he
Often such
presents is one of brazenness.
child, either consciously
RELATED PROBLEMS
arranged. This is indicated by the fact that
after vacations spent in the country or under
not only by affording the child many little periods of relief, but also by her attitude.
The
and spoken
kindness.
to in the
most evident
a correction will
spirit
of
still
Occasionally it will be
found wise to appoint for him little talking periods after school.
During the school period
He may
when
little
signal
may
RELATED PROBLEMS
below their mental
ability
likely to develop
habits,
The remedy
of course, in grading
according to the mental rather than the chronological age and thus stimulating a vital interfor this
is
among
not,
the
graded room
lies,
work.
to
MALADJUSTED ("INSANE")
The
training of the "insane" child is obviously not a problem for the public school in its
141
Mental as well as
tions,
tend to
make
way
as to
must be
dealt with.
When
The
become the
142
maladjusted.
RELATED PROBLEMS
study of the mental mechanisms underlying insanity and the mental hygiene that might be
used for
its
avoidance has
now become
of vital
man
social
in in-
Dr. Ter-
was
possible.
This subject
is,
of course,
much
too compli-
the uninitiated.
TICS
and habit spasms have an unfortunate effect on speech, as the motor activities
tend to become less rhythmical and induce a
All tics
Certain
tics,
1
"Mechanisms of Character Formation," by William A.
White (published by the Macmillan Co.), is recommended.
143
This
and
tics
tic,
and jaw,
present, of course, in
An
involuntary
movement
is
scious control.
Many
some
of these
tics
be removed.
foundation in
which should
which
is
They may be
RELATED PROBLEMS
has acquired them, but that they are emblems of some need or serve some purpose in
who
doubted.
Often
this
motive
is
anti-social in a
broad
him by
others.
And
negative way.
it is
is
helpfulness in a
families,
on
It
whom
is
child
a legitimate
and indulgence.
THE EPILEPSIES
Epilepsy, a term including a large amount
of undifferentiated material, is a condition with
It is difficult to
to deal
diagnose and
mon.
Perhaps incipient cases come under the heading of educable psychosis.
Certainly
all
who
It
RELATED PROBLEMS
may
also
THE LAZY
One
symptoms by which
a child may be judged, and one which is to a
The
great extent ignored, is that of laziness.
of the most useful
in a great
is
self.
whom
the
work
much
too easy.
Very often, however, the large fellow on the
back seat, considered lazy and good-for-nothis
very
age
is
him
in
which he
is
MENTALLY DEFICIENT
Mental
it
must not be
for-
dis-
they are less fitted to cope with the new emergencies with which they are faced.
They
must, therefore, be considered not only in the
light of their lack of intelligence, but also
with
many
their
retardation in
its
hearing.
148
is
RELATED PROBLEMS
an
idiot, in
is
proach.
way made
all
The
smooth.
others,
while this
away
is
it
is
absolutely essential as
when
more
show themselves
in a
are past.
not be
149
many
years be-
are
still
developing.
Speech defects are very
common among
the
to their intelligence.
ing
ability
child.
scarcity of trained
would hardly be
wise that the abnormal should be cared for and
the normal child not, still, the speech defect
may be the one added handicap that makes of
teachers in the speech
field it
RELATED PROBLEMS
In grading the intelligence of those children
who have defects of speech no test depending
on the use of speech is trustworthy. Fortunately, tests have been adapted to use with the
deaf which can be used for those with defects
of speech as well. 1
Handicapping
emotional reactions sometimes depend for their
persistence on handicapping physical conditions, but, while
it
may
often be demonstrated
many
such a fact in no
way
be relieved by direct
methods.
School physicians have only limited time as a
usual thing, and this must be spent with the
obviously and acutely ill and in dealing with
general measures of hygiene.
1
"A
of the child
with headaches, digestive disturbances, eye disorders, crooked septums, or severe and numerous colds, requires a leisure that is unfortu-
The
nately rarely accorded the medical man.
teacher must become somewhat expert in diagnosing these conditions and in a knowledge of
what
lies
The
behind them.
child
who
is
from many
is
done in
differ-
different considera-
Seating according to grade has the advantage of placing the brightest children in one
tions.
who
near-sighted or a
has a defect of hearing
152
RELATED PROBLEMS
be said to parallel near-sightedness
should never be seated at the rear of the room.
that
may
keep an eye on the small child who might otherwise be placed behind the large one are the sole
The
considerations.
often
sits
on the back
large
seat,
child,
who most
be retarded, in
required to hold his
may
oughly as a small
child.
Beauty
in the
to his sur-
them
is
Poise
is
also
is
and games
and movement
is
in the
ing.
1
Children."
154
CHAPTER
IX
EXTRA-SCHOOL ACTIVITIES
MANY
not at
first
di-
cannot be ignored.
but
schools
must
home and
Correctly,
under
The
be of
benefit to
155
and remedied by the teacher, and all the consideration and helpfulness on her part may be
more than overcome by the attitude of playmates, or of adults who have the home care of
the child in hand.
Inside the school the teacher's opportunities
are great.
It is quite within the prerogative
may
sibilities
gives a
group
new
friendships
to fight.
It often
EXTRA-SCHOOL ACTIVITIES
into a healthier atmosphere in
less adulation as
it is
to
which there
somewhat
than the
is
is
until
later
games
is
first
The
on the edge of things, has thus an opportunity to compete on open ground. This is
or
less
of
it
may
well.
toward nervous
custom, which
is
The unfortunate
becoming more and more
troubles.
upon.
Teas,
elaborate
luncheons,
matinees,
heard
The
of.
cannot enjoy
unless he is a success,
is
home
PLATFORM READING
by the
child's family in the field of reading and oral
recitation should be watched closely by the
Injudicious
encouragement
given
Up to
is
not emo-
EXTRA-SCHOOL ACTIVITIES
very love of such reciting indicates the highly
neurotic taint and the
desire
may
harm
do.
The
must be
child
the
members of
his
own
family
is likely
to culti-
own
im-
portance.
Some
him
how much
it
may
is
FICTION
From
the point of view of the mental hygienist, excessive reading of fiction and romantic history is not a thing to be encouraged.
159
place of action.
With
may
young
child.
HOME STUDY
The
addition of
home study
to the already
60
EXTRA-SCHOOL ACTIVITIES
not necessary.
retained of assigning
is
of the
likely to
be over-
in other than
school hours.
PIANO PRACTICE
Piano practice should not be given to a child
of a highly nervous temperament; when this
done, the schools must regulate their activiChildren of this type who
ties accordingly.
is
wish an education
during the
Musicianship
in
vacation
is
or
not
at
it
all.
health.
The left-handed
is
now
cus-
As
out in the chapter on coordinations, the lefthanded person cannot be adapted to his sur-
roundings without definite harm. It is obvious that rapid scales, trills, and complicated
time for the treble, while they may be suited
to a right-handed person, should not be given
to a left-handed person.
For
this
person the
left
hand
in-
it.
coordination,
should
162
be
very
carefully
EXTRA-SCHOOL ACTIVITIES
graded so that they will in no way interfere
with the coordinational growth.
Children should not be sacrificed to the general fear that they will be handicapped by the
use of the left hand in adulthood.
The ma-
very special place for those lefthanded people who can adapt themselves to
these circumstances.
There
is
no reason why
some
specialized
field
of
operation.
It
is
163
PART
II
CHAPTER
THE
Many
He
Up
this
enters
is
the one in
must be accomplished.
mates.
at least
discarded and
many
new
when viewed
in a
Moreover, from sharing his empire with at most only a few other potentates,
all of whom he has looked on as minors, he now
setting.
him
THE
We
CHILD'S RELATION TO
THE HOME
He
come
Too
The
adults chiefly as they reflect their own.
adult is likely to demand reading and writing
at this stage
and
own
is
capable
of reading his
story-books.
cators.
Terman
slower
says,
still
"If
than speech,
reading,
is
which
is
which
is still
pression,
these
made
that
"children
is
often face-
talk
enough !"
sounds, but in a
room
full
Any
him
in the practice of
period
is
entirely
An
occasional free-play
Five out of
inadequate.
every fifteen minutes his work should be so arranged that he can use his speech mechanism
made
to talk if he
is
more
is
vital
ill
a child
now
That children do
entertained that
is quiet.
feel
speech pressure is
shown in the torrent of talking that occurs the
moment
reached.
and
the
of the
steps
It consists
useless
school-house
are
whooping and
halloing.
Unfortu-
nately, girls
this
overtired.
1
Fogarty says, "If only we teachers
could hold our tongues a little and let the chil-
Elsie
She is not implying that the issuing words would be words of wisdom neces-
dren speak."
grow
in speech."
It is
the only
way to learn to talk is to talk. Children who are forced to listen to the voices of
the teacher
1
Its
all
172
mother tongue, but the other vital developmental conditions that can come only with
Terman says on the subject, "It may
speech.
their
enormous
activity
voice
also
The
The most
and
distinctness.
The
for
Constant strain
is
the
in
sary, in order to
overcome
Terman
teacher
'The teacher's
force and carrying
says,
power
is
a constant ailment,
nervous ailments and poor emotional adjustment to life, but also to the incorrect support
of the diaphragm, and numerous failures in
the use of the speech mechanism, such, for instance, as the constant lifting of the chest.
174
This
not only a
severe reflection on the judgment of the persons who leave uncorrected such serious, but
is
this condition to
arise.
With
Many
times, indeed
secondary to a general
nervous disorder, but occasionally this order
is
reversed, and
in
London
is
the voice
is
so high,
we must
how
And
this
harsh
speech reacts very unfavorably on the development of the nervous mechanism of the child.
all
the
indi-
child,
176
greatly
There
is
need
immediate
of
correction.
definite feeling of
Intelligent
it
which the
Lisping teachers
know
make
disability deserves.
we
tions except
teacher's
attitude
toward prevailing
considered.
The
very carefully
teacher going from one part
going.
own
has
its
and
it is
not
uncommon
its
own
virtues,
It is well to
rection of
faults
until
the
standing of the
With
differs, as
ards of usage. The teacher who sets the language of the children in her own charge on the
right speech path will not only deserve, but will
eventually get, the special respect of the people
for
whom
she
is
working.
CHAPTER
II
<
AFTER
this should be
left
is
AND TENSION
IN THE SCHOOL
DISCIPLINE
The fundamental
ciplining
inflicted
is
based
must
by the person
principle
on which
all dis-
179
But
in dealing
with
problem the physiological fact must be remembered that pain, embarrassment, and discomfort, no matter whether the origin be a
this
Thus, during the period devoted to the pracof exercises for speech, it is vital that all
forms of discipline be abandoned. This period
tice
and
An
understanding should
be reached with the class that this is to be a
class
teacher.
80
if this
occurs
too often,
it
Cases of abnormal behavior, that is, the children who slink on their seats while the others
who stand still while others exerwho are obviously bored with what
stand, those
cise,
those
tion
is
show of
irrita-
way
to
it
is
absolutely contraindicated.
give an example of the ways in which
me
may be
Let
this
it is
violated.
to ex-
press various emotions, such as gladness, deShe signaled to the class to rise
light, etc.
She then
in crisp tones:
eyes on
usual, you three
said
all
also
affected.
is
tory bodies as well as the mind, and this requires, besides certain inhibitions and freeing
of the secretions, an attitude of tension which
includes tension of the
and vocal
The
cords.
teacher's prerogative
is
to scold
and
She who has consciously or unconsciously allowed this habit to fix itself upon her
nag.
who
or
Terman
quotes Conradi
as saying, "If the school-room is a place of
nervous tension, we have the ideal conditions
ances/
the sore spot of our civilization
and doubly so of our school-rooms. Ill or
nervous children are so distracted and hindered
Tension
by
it
is
and
ill.
No school
thetic,
humane manner
is
person
in
is
most cases
it is
curable,
other.
is
tension,
reduced to
is
the
is
learned,
all
the
work
will
which
she,
desires to
The
doing number work under
showing.
make
a good
amount of concentration for
herself,
strain
would un-
demands
185
this is a point
There should be no
direct drill
it
is
on separate
gained
inci-
of inflections.
This rule
is
can be cor-
cor-
combine them
speech.
make
in
combined
is
in sentences.
to
This
is
and
quality.
Warmth and
necessary for
we
call
warmth
acquired through the use of the lips and unrestricted open throat and unstrained vocal cords.
These, in turn, are not easily acquired without
the support of the abdominal wall.
warmth of vowel
tones.
Though such
fail-
is
There
is
more
likelihood of fail-
for "just."
Children
who
persist
in
marked
ently
is
In exercise 40, this appardone, but the sustaining tone asked for
inflection.
final
conso-
first
sound
consonant re-
word or
and
posing
to-
Melville
He
quotes Alexander
blaming the "misguided
stuttering."
as
Bell
among
methods of instruction
in
nunciation, as this
fields
field is
for, such as
familiar
many
cases the
No child
life
which he
lives.
"Fluffia"
S'consin"
for
in
Philadelphia,
mis-
"Madson,
for
own
LIP-READING
Terman
Among
number
will
Perhaps
all,
This
demonstrated continually
at the moving-pictures, when the audience
is
apparent.
is
laughs
print.
at,
It is also
demonstrated in the
common
when he can
190
At once
normal
ing,
becomes apparent.
Without
it,
a large
trite.
Training in lip-reading has another advantage in that, without making him the victim of
too great consciousness, the child
who
learns
ing of
it.
The use of
not merely a
matter of courtesy. The part of the mouth
from the teeth to the edge of the lips is of vital
the
lips,
however,
is
bone or the trumpet or the horn of the graphophone. Warmth and roundness can be conthe finest degree of precision by
changing the lip shape.
trolled
to
READING ALOUD
Reading aloud is an essentially different
process from repeating words or from spontaneous speech.
Especially
when reading
is this
true in the
exceedingly slow.
Rhythm, inflection, and, on account of the
slowness, elision and the enunciation of the
Even the
final consonants are all affected.
early grades,
breathing
is
is
differently controlled.
Reading,
words,
is
not to be advised
if
the purpose
is
the
is
192
made
self-
COARSE MUSCLES
about the value of exercises for the development of coarse-muscle coordination. Their
value to the vocal mechanism has also been
It will
muscular system.
Simple marching, as in exercise 18, is perhaps one of the best exercises to use in the un-
skill.
Exercise 20
is
many
Exercise
already being in use.
22, in which the children's love for motion-pictures has been utilized, should not be treated
it
FINE MUSCLES
Any
felt
to be
"sound speech
class.
is
it
for some,
and one
it
is
child's
extremely
difficult
for others,
set
by another.
INFLECTION
The
is
is
Inflection
is
from higher
pitch
to lower.
Thus
high(
This process
by the
is
con-
will.
from lower
we
rather
than
is
a pleasant
an unpleasant sensation.
The
which
is
stimu-
is
It also
expresses uncertainty
and doubt, and is used much in polite intercourse where the decision is left to the person
addressed.
The
common
in
inflection, but
child
grows
young children as
it
This
is
not
the rising
should be cultivated as the
older.
Good
is
falling inflection
is
mind
to act in a
is
a training of the
manner.
definite
Rising inflection is also used in exclamations where strong emotions are brought
into play, pain, fear, anger, etc.
It is such
197
We
havior of others.
suppresses
his opinions best becomes, for obvious reasons,
to be considered the best bred.
Unfortunately,
little
in the direction
It
is
which
Scripture
gave to
be
it
found
by compulsion.
changed.
It
is
an incorrect idea of
while
it
is
that
the
stutterer
mistake
fostered
social desirability,
we become
by
and
ex-
ponents of the "Curfew shall not ring tonight" school of elocution in our every-day
198
a large
margin for improvement in the inflection used
in our voices.
speech,
still
find
TONE
The
which seem
and
might be included under that heading were it
not for convenience in handling. There is no
way to describe beautiful tone. But a small
amount of training will make it possible to detect
it.
Well-sounded
final
consonants are a
necessarily exclusive.
is
warmth, carrying
may
199.
be present in either
The
is
is
much
The
often called
equally objectionable.
RESONANCE
Lack of resonance may be due to a large
number of causes: a continued misplacement
of the soft palate, which may minimize the use
of the nose as an air passage, a diseased condition of the sinuses that has caused closures or
high dental arch, deflected septums, and enlarged tonsils, may all be
Often when conditions cannot or
responsible.
solidifications, adenoids,
has will offer a decided improvement. Stoppages of the nose are rarely so complete but
that training will help the conditions.
Terman
bottom of nearly
i
all
speech
defects."
2OO
He
341.
among
the most
resonance
common
is
when
the
colds.
quire for their success the same degree of playful relaxation that is required for the exercises
directly for relaxation.
class
on
dull days.
20 1
young
child
make
PROGRAM
was felt by the authors that in arranging
work for the public schools as much lati-
It
the
The following
lesson table
adding
full schedule.
may
be used as
rapidly or as slowly as the teacher finds advisable, the only invariable rule being that no exercise be given in
tion,
although
it
advance of
is
its
present posi-
permissible to repeat an
202
if
necessary, after
it
The
it is
loss of interest
to the loss
teacher, if
child as a
moment compared
Any
and
common
in stuttering.
must be detrimental
therefore, contraindicated.
203
TABLE GUIDE
FOR KINDERGARTEN
For
Lesson No.
I
TABLE GUIDE
45
46
47
Use
For
Lesson No.
Use
For
Lesson No.
Exercise No.
48
49
50
56
35
Exercise No.
14
26 and 18
31
TABLE GUIDE
FOR FIRST GRADE
i
4 and 61
20
61 and 60
21
(parts
3
15
46
37
47
S6
6
7
8
31
37
and
and
and
and
and
and
and
56
II
25
12
25
13
26
14
25
15
47
16
55
17
18
27
19
13
and
and
and
and
and
and
and
and
and
and
14
23
22 and 27
4 and 23
15
24
35 and
25
26
23
17
27
28
31
and
and
and
and
and
and
and
and
and 2)
46
14
31
34
15 and
14 briefly
10
25 and 15 and 14
34
18
22
29
30
31
32
56
32
23
39
40
32
26
33
17
34
25
18
35
36
26
32
37
17
39
(no lining)
46
17
51
37
20
and 30
3
33 and 56
1
57
3
and 57
(sentinels only)
37
38
205
4* and 40
40 and 39
Use
Exercise No.
39
40
41.
.,.
For
Lesson No.
51 and 17
48
32 and 40
49
Use
Exercise No.
14 and
4 (with new
.49
flower names)
42
43
44
45
46
37 and 25
26 and 18
27 and 31
50
31 and 40
5i
49
52
52 and 23
23
53
55 and 52
27 and 18
47
12
15 and
54
55
56
and
TABLE GUIDE
FOR SECOND GRADE
23
20
7
8
25 and 17
21
44 and 17
26 and 31
36 and 27
28 and 50
43
40 and 8
... 3 and 37
50 and 26
27 and 34
22
...
4 and 26
8 and 15
1 6 and
4
and
2
56
16 and 25
2
3
4
5
9.
.,
10
...31 and 25
ii
...
39 and 27
15
16
17
18
19
23
13
40 and 31
26 and 15
24
25
26
14
43
27
12
206
39 and 40
... 23 and 60
(parts 3 and 4)
21
ii
23
.
.15 and
TABLE GUIDE
For
Lesson No.
Use
Exercise No.
I.
2.
inflection.
Interest
to each
3.
may
same
line.
The
sentinel
italics)
or
phrases (those in
should be given by the teacher and re-
peated by the
4.
words
class.
be drilled.
5.
Troublesome
suitable
letter
words,
and
drilled,
other
suitable
words being selected as the first is accomSuch sounds should not be drilled
plished.
separately.
6.
correctly,
at-
208
GIVING EXERCISES
which would then be substituted, seems greater
(B)
I.
than
is
The
sentinel
given
desirable.
voicelessly,
with
natural
lips.
Any
and the
2.
child.
it
"Now
say,
to see."
It
am
going to
must be remembered
make
it
may
for you
all
same.
3.
some
Call
make
(C)
sure
it is
209
son.
(D)
Attention to phrasing
is
most important.
The
(E)
Stories
"Why
the
Lady-Bug
that
didn't
Fly
(A)
(F)
3, 4,
EXERCISES
RELAXATION
EXERCISE
's
play rag-doll,
Be
You
210
GIVING EXERCISES
The teacher should read
this
then marching.
Parts of this
may
be used in
EXERCISE 2
PLAYING RAG-DOLL
This requires the use of "play magic," which the
teacher makes by waving her arms. With one wave
the feet turn to rags, at the second the knees, then the
back, arms, elbows and hands, neck and head, in the
order given.
The
per,"
PLAYING SCARECROW
again utilized as in Exercise 2, this time
This
in order to turn the children into scarecrows.
"Magic"
exercise
is
is
gently.
211
FLOWER MAGIC
or groups, are assigned flowers or are
permitted to choose the flower they prefer. The
teacher then turns them into the flowers decided on,
Rows,
tables,
row by row.
it
is
night and
all
the
wind
made
then
to
process repeated.
VOWEL POSITION
EXERCISE 5
dog,
As
this
rhyme
is
212
must
GIVING EXERCISES
Tommie Tinker must
not be
called
in
may
be said
soft,
then loud,
first
on one
first
pitch, then
on another,
first
EXERCISE 6
LITTLE FISHES
(also for consonant position)
Little fishes in a brook,
Mother
Father ate
The
sentinel
them in a pan,
them like a man.
fried
words here
offer
good
drill
combina-
EXERCISE 7
SISTER-PIG
(By M. G. B.)
(also for lip-reading)
who
up
And
ba, I
only wish
all
sister-
at the
were as
213
little
little
the
little
And
the
Hen would
you
child."
mind,
And
the
Crow would
hungry
And
as
my
the Bird
say,
life."
would
wish
had
come
to
The Owl
said
peep, peep."
And the big black
said:
"
Now we
will see
Crow
raised
what we
up
in the air
and
Pig to be frightened
she just kept right on eating until the Lion was right
at her, and he said:
But
it
did n't
occur to the
little
214
GIVING EXERCISES
Crow
"Aw, haw,
and ask them to read from her lips what they are.
Ma and ba appear the same and gurr is very difficult
because unfamiliar.
both as though the sounds were coming from a distance and as though they were close. They should
not be permitted to use a raucous voice for the caw
sound, and the final laugh of the Crow. "Ah, haw,
haiv,
diaphragm.
CONSONANT POSITION
EXERCISE 8
And found
a crooked sixpence
Beside a crooked
215
stile.
He
And
they
all
In a
little
crooked house.
lived together
Drill in combinations
walked crooked
found crooked
crooked cat
Probable mispronunciations
mile, littul for
wuz
little.
EXERCISE 9
(also for inflection)
What
are
little girls
made of?
What
are
little
Scissors and
That 's what
boys made of
snails
little
and puppy-dogs'
tails.
of.
216
is
the
way
that
GIVING EXERCISES
lispers
make
it.
When
it
Subtlety
is
Probable mispronunciations:
littul
for
little,
ni-us
for nice, tay-uls for tails, uv for of, ting for thing,
wat or wut for what. In drill for the latter use the
EXERCISE IO
of these
Are
you please."
should
move inward.
stationary.
For inflection get the views of different members
of the class as to the way in which each line should
be said.
217
way
of saying
it.
that
when
the
members of the
class are
EXERCISE II
Some
little
mice sat
in a
barn to spin.
"Oh no
Drill mice
kind
sir,
you might
bite off
our heads
!"
sat
some
come
bite
Drill as Exercise
in "m-b.")
TONE.
EXERCISE 12
(By M. G. B.)
and
play.
Mary
looked at the
not go
All the Second Grade had been making a garden,
and they looked at the spade and the hoe and the rake
!
218
things,
GIVING EXERCISES
and they looked up at the windows and saw that the
children were unhappy, and so the swing spoke to the
slide and the slide whispered to the totter-board and
the totter-board passed the word along to the see-saw
and the see-saw said something to the shovel and the
all
of a sudden
the children began to shout for joy, for they saw the
swing begin to swing and the see-saw began to see-
their lives.
Read the
tinel words
story aloud and follow by drill on the senafter asking the following questions:
the playground?
swing
in pairs
swung
slid
slide
see
words
saw
shovel
shout
Probable mispronunciations
219
WHY THE
(By M. G. B.)
One Spring
"Lady-bug, Lady-bugf
Fly away home.
Your house is on fire
And your
Of
children will
burn"
And your
She was
22O
GIVING EXERCISES
home her house was not on
fire
perfectly safe.
And so she tied her bonnet-string under her chin
and took her market-frcwfof under her wing and set out
who
Ladya
of
smoke
out
of
the
house
saw
bug's
wisp
coming
roof, and he flew with all his might and main to tell
But she would n't pay
the lady-bug to come home.
any attention to him at all. "I Ve heard that twice
already this morning," she said, as she lifted her skirts
over a dewy spot on the grass and walked on.
And if it had n't been for the black-beetle, who
rescued
all
drill
on similar
Drill in pairs,
wasp
wisp
huffing puffing
black beetle
perfectly
safe
221
LAUGHING
(For coordination and control of diaphragmatic
muscle)
The
ah
ah
2.
1.
3.
oh
4.
aw
5.
eh
EXERCISE 15
PLAYING ORANG-OUTANG
Breathe deeply and beat the chest with clenched
making
fists,
2.
3.
4.
ugh, with
1.
mouth nearly
closed.
EXERCISE 16
PLAYING GIANT
Breathe deeply and say, "Fee,
tinuing the
last
syllable
until
222
fie,
breath
fo,
is
fum," conexhausted.
GIVING EXERCISES
Repeat on different
pitch.
in this
the
first.
EXERCISE 17
FLYING
1.
Hold
the
arms
at
right angles
to
body, on a
Repeat on
movement of
tiptoes,
the arms.
up and
5, 6,
7.
7,
and remain
EXERCISE
KING, QUEEN,
I.
Queen
And
AND
8
SOLDIERS
those
who do
223
In this
way
the powers of
General
is
all
3.
first
fast,
then slow,
first
is
EXERCISE 19
ladder
is
chalked on the
floor.
At
first ten,
then
cline.
To
down
ladder.
EXERCISE 2O
Jack be nimble,
Jack be quick,
Jack jump over
The
candlestick.
224
GIVING EXERCISES
The
1.
may
sentinel
also be
hummed
for vibrations.
Used
candle.
may
feel
On
anybody
is
playing favorites,
exercise
is utilized.
may be used
to start
some other
EXERCISE 21
2.
walk
walk
3.
double time
4.
walk
1.
5.
rt.
6.
It.
7.
8.
foot skip
foot skip
double skip
double skip
(By M. G. B.)
To
A
A
ride,
made of leather!
made of string
him in all weather,
saddle
bridle
I ride
And
225
walk
10. cut
up
11.
full skip
12.
full skip
The
feel,
be substituted.
move
rapidly in a small
will
permit.
EXERCISE 22
MOVING-PICTURE
Characters
The Lady-bug,
Boy, the Wasp,
Episode
I.
says,
226
GIVING EXERCISES
The Lady-bug then
a window, which
flies
across the
room
to
is
bush.
to
"Lady-bug, Lady-bug,
Fly away home.
Your house is on fire,
burn."
(sound-
lessly)
Children, "Good-by,
Ma-ma."
(also sound-
lessly)
The Lady-bug
to
second
window,
which serves as the gate-post and pretends
to straighten her
flies
little
black spots.
and shouts (chil-
dren joining)
"Lady-bug, Lady-bug,
Fly away home.
Your house is on fire,
And your
227
Episode
3.
to be
much
dis-
gusted.
"Good-by, children."
Lady-bug,
(sound-
lessly)
Children, "Good-by,
Ma-ma."
(also sound-
lessly)
venient spot.
peers at the
He then
children from under his hand.
the Lady-bug, saying, "Buzz, buss,
buss," all the way.
flies to
The Wasp
"Lady-bug, Lady-bug,
Fly away home.
Your house is on fire,
And your
228
GIVING EXERCISES
"Fly, children
(The children
all rise
fly
No
is
to
this
If
and then the parts assigned and the children told what to do as they go along. Better to dis-
to the class
pense with
it
entirely than
make
it
formal.
FINE COORDINATION
EXERCISE 23
PLAYING INDIAN
(also for consonant sound)
I.
First
ba-ta
ba ka'-ba
ka-pa'-ka,
229
fierce-
ness as he removes a scalp, Indian scorn at the suggestion of parley, touching Indian tenderness as the
Pipe of Peace
2.
When
is
smoked.
ba'ka, ba ka'ba,
kdpa, ka pa'ka,
accent on
3.
talk
first
Aside from
sisted on.
own
this, let
ideas as possible.
EXERCISE 24
PLAYING COPY-CAT
catch them.
Individual
may
utilize
score
is
EXERCISE 25
Coordination
and
feet.
is
230
GIVING EXERCISES
When
class
work.
may
be used judiciously.
1.
stutterers this
with right hand and right foot simultaneously on I, with left hand and left foot
Pat
first
simultaneously on 2.
Repeat five or ten times.
2.
on
3.
4.
5.
6.
2.
PLAYING BUMBLEBEE
Pout the
lips
Move
soft,
unformed "oo"
sound.
as the lower.
231
Open eyes
t^L
*u ^together
Open mouthj
alternate rapidly
five times.
Close eyes
.,
^together
Close
mouthj
2.
Open
fJ
Close
eyes
..
^together
mouthj
alternate rapidly
five times.
Close eyes
it
i-toerether
Open mouth]
3.
With tongue
lax and
mouth
shut, breathe in
through
nose.
4.
1.
Make
he
2.
Make
off.
the following sounds rapidly and with sufficient breath, well supported.
232
GIVING EXERCISES
a
e
e
a
oo
INFLECTION
Instructions for giving the following rhymes.
Read each
line in a
pression of opinion from two or three, correct or approve each, being as diplomatic as possible, and ask
the children to decide which inflection they consider
the most attractive.
2.
and
let
the
verse.
Go
teacher at
3.
For
first.
prolonging
final
movement,
consonant sound.
EXERCISE 29
LINING
(for visualizing inflection)
voice went
Ma
as
la
y had a
little
or
la
lit
Ma
had a
tie
mb
As
peat
being marked with chalk have the class reand mark with finger in the air. After a little
it is
it
morning,
them
practice ask
"Good
This
exercise
grades.
is
It
The
"Who
Question by teacher,
May."
Repetition by class,
"Mary has
234
a birthday in May."
GIVING EXERCISES
Repeat with different months.
This is quite popular. A little diffidence may be
overcome by asking, "Is there any one in the class who
never has a birthday?" Occasionally a child may
claim every month. Do not be too great a stickler for
the truth in these exercises.
Remember
they are
all
EXERCISE 31
EMOTIONAL EXPRESSION
(for coordinations also)
1.
Ask
on
rising in-
flection.
They
see a rainbow,
and
say,
"Oh," on
falling
inflection.
2.
They
see a bear
"Oh," on
They
3.
4.
coming
see a bear
coming
and
say,
into the
To
rising inflection.
it,
and they
say,
"Awh,"
235
ders
The arms should go up to a level of the shoulwhen the voice goes up and down when the voice
goes down.
The
and
all
the vowel
Show
rage, hate, fear, sorrow, disappointment, happiness, in this way, for the varied inflections obtainable.
Some
ingenuity on the part of the teacher in arranging modifications of the exercises to suit conditions is
necessary.
EXERCISE 32
NUMERICAL INFLECTION
(for coordinations also)
I.
on
on
I, 2,
I, 2,
I, 2,
I, 2,
i, 2,
I, 2,
I, 2,
I, 2,
rising inflection
falling inflection
2, 3, 4, 5,
on monotone
"
2, 3, 4, 5,
on rising inflection
3,
on falling inflection
.3,
inflection
on
rising
3,
on
falling inflection
3,
3, 4, on rising inflection
3, 4, on falling inflection
3, 4, 5, on rising inflection.
3, 4, 5, on falling inflection.
236
'
4, 5,
'
4, 5,
'
4, 5,
'
4, 5,
'
5,
'
5,
GIVING EXERCISES
2.
3.
vice
versa.
EXERCISE 33
LITTLE BO-PEEP
(for consonant position and tone also)
lips,
taking spe-
EXERCISE 34
And what
do then,
Poor thing!
237
his wing,
is
lips.
EXERCISE 35
Be
as
There
as any mouse,
a baby in the house,
still
's
"Who
n
baby sister or brother ?" They may be singled out and
honored by pulling their chairs inside the ring or coming to the front seats. All should hold an imaginary
baby and rock to time, as they repeat the verse.
For lip-reading: since the words and combinations
are very familiar.
Playing that the baby is asleep on
a chair in your midst, see if the class can say the familiar words without waking it up, without, in fact,
in the class has a
making a sound.
EXERCISE 36
CURLY LOCKS
(for vowel and consonant position and tone also)
Curly-locks, Curly-locks, wilt thou be mine?
Thou shall not wash dishes, nor shalt thou feed swine,
But
And
seam,
feed upon strawberries, sugar, and cream.
sit
238
fine
GIVING EXERCISES
words in groups
sew fine seam
seam fine sew
you be mine
mine be you
swine
feed
sit
cushion
sew
fine
feed
strawberries.
RESONANCE
EXERCISE 37
HUMMING
(for the location of various vibrating chambers)
The
1.
2.
3.
ate
and forehead
To
vibrate.
vibrate.
4.
To
vibrate.
5.
To
lips vi-
brate.
6.
With
to say
These exercises should be persisted in until the children really feel the vibration. They should then be
239
EXERCISE 38
LITTLE JACK HORNER
(for tone also)
Little
Sat
Jack Horner
in a corner,
pie.
"m"
boy
am
Have
sounds.
Remind them
final
in
I !"
the vibra-
to force air
EXERCISE 39
A MONOTONE
(By M. G. B.)
Come
They seem
to say.
240
GIVING EXERCISES
bridge bone
sounds.
of
the
nose.
Prolong the
consonant
EXERCISE 40
PLAYING BELL
(for tone and pitch also)
Imitate
bell,
all
saying
monotone.
ale, air, an.
1.
lell,
2.
3.
repeat.
ill,
and repeat.
3.
repeat.
4.
5. repeat.
EXERCISE 41
DONG BELL
DING,
Ding, dong,
J
Pussy
bell,
in the well.
Little
Who
Little
Tommie
Green.
241
PLAYING PEDDLER
The
from a wagon,
first
"Strawberries,"
"Sweet-cider,"
"Water
melon,"
"Pineapples," "Raspberries."
The tone should be sustained in singing.
Water correctly has the "a" as in all, not as in wasp.
EXERCISE 43
Make horn
singing voice:
1.
2.
3.
4.
5.
6.
7.
8.
9.
half as echo.
in
first 6.
echo, "ah
ha"
242
GIVING EXERCISES
TONE
EXERCISE 44
it
mind
it
sounds.
EXERCISE 45
(for coordination and vowel position also)
In the
If given
want
meadow on
on a rainy day
to play
the hay.
an ex-
durn."
243
EXERCISE 46
ONE,
TWO
my
shoe,
Give with exaggerated vowel sounds and final consoThis must not degenerate into singsong.
nants.
Practise the following in pairs
door
four
six
eight
straight
ten hen (use diaphragm)
EXERCISE 47
NOUGHT, ONE
Nought, one,
Two,
my rhyme
has begun,
bees in a hive,
Six, seven, clouds in the heaven,
Eight, nine, the very last line.
Four,
five,
seven
nine
one
tree
final
consonants.
begun
(made alike by some foreigners)
hive
heaven
line.
244
EXERCISE 48
And
once
one
any
many
fought
till
two
fit
^Drill in pairs.
tails
tips
Probable mispronunciations
minny for
many.
EXERCISE 49
He
he.
And
Good
245
Pipe-Bowl and the Three Fiddlers may also be perand presented at court. The rest of the class
and teacher may be Courtiers. A little court etiquette
sonified
may
tongue
be said in unison.
specially
is
may
for
EXERCISE 50
Came
a roaring bumblebee,
Pocket full of money.
tf
lips,
warm
said.
"price."
246
and
GIVING EXERCISES
Practise
for
resonance
in
"Bumble-bee,
Practise the
morning, honey."
bumble-bee would say
until the lips
and teeth
it,
money,
word "come"
prolonging the
final
as the
sound
vibrate.
EXERCISE 51
IF
forward.
Probable mispronunciations
WHISPERING
is
Draw
(Pro-
long.)
2.
Draw deep
whispering leaves."
247
can be
A WHISPER
(By M. G. B.)
The
To
leaves in
The snow
To
autumn whisper
in
winter whispers
Whisper
it
passes.
of spring
rains
soft
to everything.
may
two
and the
last
lines.
EXERCISE 54
When
Which vexed
the fat
away with
man from Bombay.
his pipe,
"Fat
ercise
No.
Was
is
56.
248
GIVING EXERCISES
EXERCISE 55
The Man in
Came down
the
Moon
too soon
An
Man
moon
Come
soon
It
mouth
south
PRONUNCIATION
EXERCISE 56
Hold your
is
finger in front of
it
a lighted candle.
1.
2.
3.
249
it
out slowly.
(blowing
Who
Why
(not wo).
(not wy).
is
if
class.
EXERCISE 57
THE DOG THAT GOT LOST (By M. G. B.)
was nowhere
to be found.
GIVING EXERCISES
Street to Milton, and
up Milton
to Lake, and they went up Lake to Mound and up
Mound to Park and up Park to Chandler and up
And
Chandler to Brooke.
all
ing,
way and
If that
in
dog
is
Madi-
son, Wisconsin,
And where
away
know
in
names
local
chil-
should be substi-
in this story.
names of
the places.
Remember
tion of
that this
is
memory.
251
cultiva-
(By M. G. B.)
just
Roses are
Honey
is
sweet, and I
'II
gather some,
too.
Honey
is
sweet, and I
'11
252
GIVING EXERCISES
and the bee came out and said (What did he say?),
"Buzz, buzz, buzz."
But there he stopped, because the leaves of the roses
had fallen, and the violets had been gone so long that
even the Sun had forgotten the color of them.
And
know what
Practise in the
for
Aprul
April,
for
or
for
Augist
Augest
August. Toosday
Tuesday,
and Sat-day for Saturday, may also be added to this
mispronunciations:
lesson.
INFORMATION
EXERCISE 59
2.
3.
EXERCISE 60
MAKING ACQUAINTANCES
1. "I am going to make you acquainted with some
very interesting people, Mr. Hard Palate and his wife,
Mrs. Soft Palate. Mr. Hard Palate is easy to meet
(touch your tongue to your hard palate). His wife
is harder to meet.
Say the word 'amble,' then start
You must be sure to
to say it, and just say 'amb.'
keep your
feel
lips closed
something
mouth?
That
when you
close in the
is
finish the
'b.'
You
"Now we
"
The
254
GIVING EXERCISES
the library, store-room, and attic. Be
very sure that you do not let it get full of trash."
3. Place hand on diaphragm, center front, lower
"The brain
is
ribs.
"There
is
it ?
is
say,
you
frightened,
When he
When he is
not speak/
to talk/
4.
"The diaphragm
'I
was so afraid
that
could
is tired,
is like
tired
all his
You
strength.
a horse he can
horse also
it
can't
move."
EXERCISE 61
(for consonant sounds also)
to
last
be
memorized.
line.
The use
Explain
the
of the eyes in
others
may
see.
255
say,
little
256
trouble.
Abdomen,
muscles
of,
27;
in voice
Adam's
apple, 30
Ambidexterity, 40
Appleton's Medical Dictionary, quoted on kinsesthesia.
44
Area, association, in brain,
42, 43; speech, in brain, 46
Arrowsmith, John, quoted,
14, 15
42,43
15, foot-note
Chest, in relation to voice
production, 28
Children, abnormal behavior
ear strain
of, 181 et seq.
;
and eye
Baby
on men-
tal
development, 91-95
"Behavior of the Human Infant During the First Thirty Days of Life," Margaret
Gray Blanton, cited, 58
Bell,
Alexander
Melville,
quoted, 189
Blanton, Smiley, M.D., "A
Survey of Speech Defects,"
103
Brain, functions of, 38-46;
with
coordination
of,
et
speech apparatus, 37
seq.
Breathing, center of, 41. 42;
process of, described, 26 et
seq. ; types of, 28 et seq.
257
strain in children,
of,
79-8i
160 et seq.;
60 et seq.
lazy,
140-143
deficient,
mentally
147
148-151; nerve strain in,
nervous,
132-154;
55;
physical needs of, 73, 74;
pronunciation of, 97, 98;
reading matter for, 70-72;
seating of, in school, 152;
sex questions of, 78; social
development of, 76; social
duties
of,
156 et seq.;
"insane,"
;
on
tics,
216,
on
quoted
on
208-210; laughing,
222; lip-reading, 213; pronunciation, 249-253; relaxation, 210, 211
resonance,
vowel position,
239-242
speech
disturbances, 183
Consonant
information,
for
instructions
giving,
145
Conradi,
233-239;
2 53- 2 56
position, exercises
for, 215
Coordination, coarse, exercises for, 222-229; effect of
strain on, 184, 185 ; fine, ex-
212 et seq.
"Experiments in Motor Education," Smythe Johnson,
Eye
ercises
tion, 196
Dearborn,
George
Van
Ness, quoted, 48
Demosthenes, 102
strain in children, 74
Games,
et seq.,
Diaphragm, 24
Discipline,
home,
quoted, 52
154
79~8i
uses
training, 8,
of,
in
speech
20
History of orthophonics, 3 et
school, 179-185
seq.
Ear
Home
strain in children, 74
Ego-centric, 133-136
Emotions, earliest vocal ex-
Environment,
effect
of,
training of children,
6 et seq., 54, 60 et seq.
Howell, William H., quoted,
1
43
Huey, quoted, 8
the
of
"Hygiene
Child, The," Dr.
on
speech, 13
Epilepsy, 146
Exercises, coarse coordinaconsonant
tion,
222-229;
Terman,
73,
School
Lewis M.
footnote; 200
Idioglosia, 125
258
seq.
INDEX
195-199;
Inflection,
ment
of, 91
develop-
effect of criti-
Ishiro,
quoted
Dr.,
on
rhythm, 50
Lalling,
119
Larynx,
31, 32, 35
Laughing
Moses, 102
"Motor - sensory
Development," George Van Ness
Dearborn, quoted, 48
Muscles, coarse, 193
Mysticism, 3
Nerve
fine,
194
strain in children, 56
of
Neurology,
problem
speech in relation to, 9
New York Children's Hospitals
Island, 122
Nose,
34,
36
Occultism, 3
Orthophonics,
exercises, 222
history
of,
et seq.
Personal
rela-
adjustment,
Maknen,
4 et seq.
Piano practice, 161
Masturbation, 79
Maudsley, quoted, 77
Mechanism
of speech, 22-46;
coordination
of,
36-38;
early development of, 22 et
motor, described, 24
"Mental Health for Normal
seq.
Children,"
William
H.
Pintner
Scale
and
Patterson,
"A
Performance
of
Tests," 151
use of,
Plays,
training, 8
in
speech
Reform,"
John
smith, quoted,
Potter, 102
14,
Arrow15
259
tion of,
mechanism, 36-38;
development of, 87 et seq.;
effect of environment on,
13; effect of reading aloud
on, 192; exercises for, 180
et seq.',
in relation to, 9
its
W.
of,
125;
86;
lack
Children,
Trettien, 88;
presof, 38;
relation of,
137-141
to personal adjustment, 5;
teacher, 177, 178; test of
sure,
Reading aloud,
192, 193
of,
in
speech work, 8; 20
Rhythm, 48 et seq.
unscientific attitude
toward
"Speech
et
"Rhythmical
Gymnastics,"
Thompson, quoted,
seq.;
108-113;
tion
10
of,
aids to
relief
of,
treatment
Sinistrality,
124,
126-130;
mechanism
Quackery, 3
Mary
of,
quoted, 89, 93
Rhymes,
indistinct,
of
Interests
The," A.
formation of corhab-
of,
161-163
Speech, area of, 43, 45, 46;
class,
179-201 ; coordina-
seq.
Stories, in relation to speech
training, 8, 20
Sublimation, the principle of,
81-85
"Survey of Speech Defects,
A," Dr. Smiley Blanton,
260
103,
205
204,
205;
first
grade,
INDEX
Vocal chords, 31-35
Table
guide, Kindergarten,
206; second grade, 206, 207
voices
defective
Teachers,
among, 175 duty of, 167
et seq.
speech, 177, 178
Teeth, 34, 35
Tension in the school, 179-
185
4,
11-13; inflection
monotonous,
195-199
116-118; part played by abdominal muscles in production of, 27 et seq.
Vowel, exercises, 212-214;
production of, tones, 186 et
tions,
102,
of,
seq.
10
Weaving, 56, 57
Windpipe, 26-28
White, William A., cited, 75
"Mechanics of Character
Formation," 143, foot-note
"Principles of Mental Hy-
Thorax, 25
199,
200,
Vocal
apparatus,
Voisin, 102
ed, 43
Tics, 143-146
Tone, exercises in,
173-
emo-
described,
Yale
Psychological
tory, 52
29-32
26l
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