. Blind Deaf . fficult depart-ment of deaf-mute instruction—the primary. Shewas for seventeen years the leading teacher in thefemale primary department before the kindergartensystem was introduced, and had full opportunity toanalyze the undeveloped mentality which lies dor-mant in the uneducated congenitally deaf child. Inaddition to this she brings to her work the zealflowing from affectionate sympathy with and devo-tion to the welfare of her charges. The results ofher work under such conditions, very naturally,have been most successful. Miss Smith, who has the difficult task of teachingspeec
. Blind Deaf . fficult depart-ment of deaf-mute instruction—the primary. Shewas for seventeen years the leading teacher in thefemale primary department before the kindergartensystem was introduced, and had full opportunity toanalyze the undeveloped mentality which lies dor-mant in the uneducated congenitally deaf child. Inaddition to this she brings to her work the zealflowing from affectionate sympathy with and devo-tion to the welfare of her charges. The results ofher work under such conditions, very naturally,have been most successful. Miss Smith, who has the difficult task of teachingspeech and correcting the faults of pronunciationand attending to the oral reading exercises, is anoral teacher of ripe experience, and imbued with apatient, gentle firmness that makes a difficultbranch pleasant and interesting as well as profitableto the pupils. To begin with Monday morning, in the first periodof forty-five minutes, Orris goes to Miss Smith forinstruction in speech, and during that time speaks 58. almost constantly. Meanwhile, Katie, Catharine The and Ella are with Miss Barrager. Katie and Catha- Blind-Deaf rine write their weekly journals on their typewriters, and Ella has her arithmetic lessons; sometimes mental work is performed, and at other times the American slate for the blind is used. In the second period Ella goes to Miss Smith. Inspeech Miss Smith does not devote much time tosingle elements, but spells to her pupils and theyspeak to her. In this way they have read a num-ber of books and many short articles. Katie, Cath-arine and Orris sit at a small table with Miss Bar-rager to have an arithmetic lesson together. MissBarrager spells to the girls, and Katie spells toOrris, thus completing the circle, and all readingthe teachers instruction simultaneously. Slates areused in working out problems, and the three haveraces to finish the work first. In the third period Catharine takes her turn inspeech with Miss Smith. In correcting pronuncia-tion Miss Smith s
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