. Histories of American schools for the deaf, 1817-1893 . all work with these little ones isthat speech, as it is seen upon the lips of those about them,should convey its full meaning to them, and that every possi-ble encouragement should be given them to imitate the move-ments of the mouth in speech and to use their voices. Involun-tary sounds made by the children are noted, and each one isreproduced by teacher and pupil until a habit of associatingdefinite appearances of the mouth with certain sounds is wellfixed. Through this incidental work, and by a carefully ar-ranged plan for the develo
. Histories of American schools for the deaf, 1817-1893 . all work with these little ones isthat speech, as it is seen upon the lips of those about them,should convey its full meaning to them, and that every possi-ble encouragement should be given them to imitate the move-ments of the mouth in speech and to use their voices. Involun-tary sounds made by the children are noted, and each one isreproduced by teacher and pupil until a habit of associatingdefinite appearances of the mouth with certain sounds is wellfixed. Through this incidental work, and by a carefully ar-ranged plan for the development of the more difficult elementsof speech, the pupils acquire a vocabulaiy in a way similar tothat in which hearing children learn to speak the language ofthe nursery. Their teachers and attendants use speech withthem constantly, encouraging every effort, however crude, tospeak the names of their toys or express their wishes in spend portions of each day in the school-room, wherethey learn to associate spoken, written, and printed names. The Sarah Falter Home. 5 with objects. They also learn to recognize number groupsand different colors, and to write upon black-board and slate. Pictures, charts, and slated cloth cover the walls of the va-rious rooms, and boxes contaiuing crayon and erasers, within«asy reach of the little ones, furnish ample material for amuse-ment and instruction. The slated cloth also answers anotherpurpose, as it enables teachers, attendants, and visitors towrite whatever they say to the children. Picture books andmagazines fill the shelves of the bookcase, to which the chil-dren have free access, and the thumb-marked pages, with theirworn edges, testify to the many happy hours spent in an eagersearch for some favorite picture, the name of which they canspeak. It is believed that a habit of reading may be begunwith very young deaf children, and a use of books made at-tractive to them. One of the delights of the time immedi-ately preceding th
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