building-up more nouns, verbs, adjectives, etc. I am using three shades of paper-one for past, one for present, one for future-and I am writing the full sentence on each sheet, using crayon for the verb, so that it will stand out. I can't guarantee the success of this yet, but I hesitate to chop up sentences according to the Barry method. I have trouble enough with disconnected speech, though subject, predicate, object, and adverbial phrases seem to fall naturally where they belong.

Winnifred's articulation improves. I have a good y in yes, a fair one in your, a poor one (nasal) in you. I believe that is the only real stumbling block left in articulation. Sometimes Winnifred's speech is very good, sometimes indifferent, sometimes purposely very bad, according to her mood.

I

Our number work is still interesting. I decided to teach the multiplication tables to 20 this winter. I bought a small note-book for Winnifred's mounting, and on one page she has placed seals in twos: 2, 4, 6, 8, 10. At the same time I mounted similar seals on little slips of heavy dark gray paper, two seals on each slip. We called these slips twos. asked, "How many twos?" and before Winnifred could guess or show possible confusion I turned the slips over, and Winnifred counted the backs: 1, 2, 3, 4, 5 twos. After this exercise, “Give me three twos," "Give me two twos," "Give me five twos," etc., we mounted these slips in Winnifred's book, so that there was direct comparison. Beginning on Winnifred's page, we count 2, 4, 6, 8, 10. On mother's page we say:

I two is 2.
2 twos are 4.

3 twos are 6.

4 twos are 8.

5 twos are 10.

And our drill away from the book: How many are 2 twos? 3 twos? 5 twos? etc. The formal sign of multiplication and the word "times" can safely wait until another year.

We have threes, fours, and fives mounted in the same way.

Again, work out of sight is out of mind, so I have mounted sets of these

The results show up very plainly.

I hope to drill both addition and multiplication combinations to 20 this year. I have taken up the addition of three numbers in a column, sum, as a rule, less than IO; also the addition of tens without carrying, and there my mounting book demonstrated its value; and the reading of numbers to 200.

In playing store Winnifred did very well, both as shopkeeper and customer, even for a while giving change from a nickle or dime, until I began work involving two processes. I would purchase a pencil for two cents, and a book for four cents, and give a dime.

For three or four days everything went. well; then Winnifred began to hesitate and make mistakes, and then she refused to play that game. During the fall I was afraid Winnifred would forget coin values, so I began to give her one cent each day. When she had five, of her own accord she asked me to exchange for a nickel. The next five pennies and the nickel were exchanged for a dime. Winnifred had a quarter, a nickel, and two or three pennies when the war-work drive began in the schools. Since then her pennies disappear as fast as she gets them. With more time at my disposal, we have begun playing store from the

beginning, with a handful of coins as before-no change problems at first. I shall work slowly until I see, again, quick, sure handling of amounts. speech we have: How much is that book? Eight cents, etc.

In

Winnifred insisted upon school this fall, so both little girls have attended kindergarten. Winnifred's ability to imitate, and her knowledge of rhythm (gained unconsciously) and of the materials used in hand-work, left only the most difficult part-the lip-reading of games, songs and stories, and the little talks.

Nursery rhymes we had had at home, so that was familiar ground, and there came an opportunity to read other lips. than mine.

The finger-plays interested Winnifred, and I went over them many times for lip-reading. I cut out pictures for our charts and note-book, borrowed the book of finger-plays (Emilie Poulsson's) to show Winnifred the pictures, and our reading lesson followed:

Here's a ball for baby,
Big and soft and round.
Here is baby's hammer,
Oh, how he can pound.

Here is baby's music,
Clapping, clapping so.
Here are baby's soldiers,
Standing in a row.

Here is baby's trumpet,
Toot-too-too. Toot-too.

Here's the way that baby
Plays at peek-a-boo.

Here's a big umbrella
To keep the baby dry.

Here is baby's cradle,
Rock-a-baby-bye.

Soft, round, peek-a-boo, clapping, and soldiers are now part of Winnifred's vocabulary. I had tried to teach soldiers before, so many troop trains passed through en route to the transports. Winnifred referred to the soldiers as "many, many good-byes.'

Another finger-play gave Winnifred brother and sister (they appear in our

diary, but had not been adopted); naming the fingers, beginning with the thumb: This is the mother,

This is the father,

This is the brother tall.
This is the sister,
This is the baby.

Oh, how we love them all!

(Winnifred caught Miss M-'s inflection on the last line.)

The good-morning song gave Winnifred good-morning; good-night has been part of her vocabulary for some time:

Good-morning, good-morning,
Good-morning to you;
Good-morning, good-morning,
O, how do you do.

Harriet is my interpreter. Winnifred comes home, goes through a set of motions, asks "What?" and sometimes I can guess; sometimes Harriet interprets.

The first finger-play is followed by "Rock-a-bye-baby." I tried to take that for a reading lesson, but the falling baby distresses Winnifred, so that she can think of nothing else. She substitutes: Bye, baby-bunting,

Father's gone a-hunting,

To get a little rabbit skin

To wrap the baby bunting in.

Skin, school, squirrel are all difficult for Winnifred. She can say them properly, but hates the effort.

Winnifred's vocabulary contains such words as cow, sheep, goat, pig, horse, duck, chicken, goose, turkey, squirrel, rabbit, wheat, corn, and hay; so that the kindergarten talks relating to the farm ought to have given her an opportunity to lip-read. However, the work is adapted wholly to hearing children, and it is quite possible that Winnifred gets absolutely nothing from the talks, in spite of an abundance of pictures. Two of the kindergarten walks had been trips to a farm where Winnifred heard a cow moo. In story period Winnifred sits close to Miss Mand may catch a word or phrase here and there. But Winnifred becomes very restless.

A week of squirrel talks, games, and correlated hand-work interested Winnifred. We have several squirrels in the

trees in front of our house. Again came a finger-play that Winnifred loves and follows closely. Pointing to the fingers: Five little squirrels lived in a hollow

tree.

The first little squirrel said, "What do I see?"

The next little squirrel said, "I smell a gun."

The third little squirrel said, "Come, let's run."

This little squirrel said, "Let's hide in the shade."

This little squirrel said, “I'm not afraid." Bang! went the gun

And away they all run.

The game that Winnifred loves has this song, and Winnifred's lips move in perfect time on the tra-la-las:

The squirrel loves a pleasant chase.
Tra-la-la-la-la-la.

To catch him you must run a race.
Tra-la-la-la-la-la.

Hold out your hand and you will see
Which of the two will quicker be.
Tra-la-la-la-la-la.

Winnifred enjoys the pledge of allegiance to the flag, it is so easy to follow, and mother has to give it nearly every day. Winnifred plays school, gathers her playmates in line, and claps time for marching, saying, "lef,' lef', lef', lef'" in perfect time. This is another word gathered without teaching. I find, too, that Winnifred can skip to music, keeping perfect time.

The Thanksgiving hand-work and talks related to Indians. You can imagine Winnifred coming home, after our summer with "Red Feather," with a band of paper "feathers" fastened onto her head by a rubber band, shouting, "Mother! Indian! many, many feathers!" and the breathless telling of a wigwam that Miss M-made with chalk, and another wigwam made of paper; and the bow and arrow were red. These words are part of Winnifred's vocabulary.

The song that Winnifred wanted me to write on her page of turkeys was used simply for lip-reading. Of course, I explained each phrase:

Thanksgiving Day will soon be here.
It comes around but once a year.

If I could only have my way,
We'd have Thanksgiving every day.

In reading we are taking up old stories in various primers, so that Winnifred will gain confidence in herself to tackle new things. We have taken up some stories in "The Progressive Road to Reading." The first two stories, built on similar lines ("The Little Red Hen"). went very well. The third, a rehash of the first two, bored her very much, and I did not ask her to finish. The fourth story gives a complete change of thought and Winnifred enjoyed it. I still like the Elson-Runkel Primer the best of any so

far.

I have found a new Christmas book for reading: Clement C. Moore's "The Night Before Christmas," among the Altemus' Wee Books for Wee Folks. There are twenty-eight illustrations, and the book is tiny, built on the lines of the Peter Rabbit Series, by Beatrix Potter.

Most of the books of that Altemus set are just a lot or rubbish. Neither Harriet nor Winnifred care for them. But for connected speech, hearing drill. rhythm, and lip-reading this Christmas story, fully illustrated, is "so full of a number of things."

A STEP TOWARD PREVENTION OF

DEAFNESS

In our medico-legal department this week

appears an abstract of a decision of the Su

preme Court of North Carolina which recently affirmed a judgment of a lower court allowing damages of $10.000 to a wife against her hus

band who had infected her with venereal disease. This decision is of importance from the standpoint of public health as well as from a legal standpoint. Legally, it sets aside the old belief that the husband and wife are one, he being that one, and that she has no recourse against him for any acts performed outside the law. Primitive conditions making the wife a chattel have passed. Today the woman is equally a citizen with her husband. As already established by court decisions, a husband is liable if he assaults or slanders his wife. It is a credit to the enlightenment of the Supreme Court of North Carolina that it should see that the communication of a venereal disease is a greater injury than the breaking of an arm or other physical damage.-Journal American Medical Association.

Speech-reading brings back the joy of companionship with family and friends.