VIII. FURTHER TESTS OF HEARING 34

IX. THE DEVELOPMENT OF RESIDUAL HEARING 38

X. DEVELOPING THE POWER OF LIP-READING 43

XI. FORMING CHARACTER 47

XII. CULTIVATING THE SOCIAL INSTINCT 50

XIII. SOMETHING ABOUT SCHOOLS AND METHODS 53

XIV. THE PRESERVATION OF SPEECH. WHEN DEAFNESS
RESULTS FROM ACCIDENT OR ILLNESS AFTER INFANCY 58

XV. TEACHING LIP-READING 61

XVI. SCHOOL AGE 63

XVII. ORGANIZED EFFORTS BY PARENTS TO OBTAIN
BETTER EDUCATIONAL CONDITIONS 65

XVIII. A PERSONAL MATTER FOR EACH PARENT 68

XIX. DAY SCHOOLS 72

XX. THE DEAF CHILD AT FIVE YEARS OF AGE 73

XXI. SCHOOLS FOR THE HEARING AND PRIVATE GOVERNESSES 75

XXII. IMPORTANCE OF THE BEGINNING 80

XXIII. AVOID THE YOUNG AND INEXPERIENCED TEACHER 82

XXIV. ON ENTERING SCHOOL 83

XXV. DURING THE SCHOOL PERIOD 98

XXVI. DURING VACATION 101

XXVII. SOME NOTS 107

PREFACE

The mother of a little deaf child once wrote as follows:

"As a mother of a deaf child, and one whose experience has been
unusual only in that it has been more fortunate than that of the
average mother so situated, I want to place before you (the
teachers of the deaf) a plea for the education of the parents of
little deaf children.

"While you are laboring for the education of the deaf, and for
their sakes are training teachers to carry on the work, there are,
in almost every home that shelters a little deaf child, blunders
being made that will retard his development and hinder your work
for years to come--blunders that a little timely advice might
prevent. We parents are not willfully ignorant, not always stupidly
so; but that we are in most cases densely so, there can be no
doubt.

"Can you for the moment put yourselves into our place? Suppose you
are just the ordinary American parents, perhaps living far from the
center of things. You know in a hazy way that there are deaf and
bl