child perceive the sound of the vowels with the
unaided voice uttered very near the ear, I believe it to be better, at
first, not to interpose any artificial device. But I have found that
sometimes, in cases where the sound perception was not at first
sufficient to enable the child to distinguish even the most dissimilar
vowel sounds, although uttered loudly close to the ear, I could awaken
the attention of the child to sound, and stimulate the dormant power by
the use of an Acousticon. After a few months I have been able to
dispense with the instrument and use only the unaided voice at close
range. Later, when some vocabulary has been acquired through these
auricular exercises, it is often desirable to return to the Acousticon
and teach the child to use it, in _order to extend the distance at which
sounds can be heard_. By the use of the Acousticon, it then becomes
possible to communicate by means of the ear without speaking at such
short range. It is not easy, however, to induce a child to use an
Acousticon at all times, whereas an adult will take the time and trouble
necessary to become accustomed to the instrument, and will put up with
the slight inconveniences inseparable from its use.

X

DEVELOPING THE POWER OF LIP READING

In this effort to develop the hearing, however, the necessity must not
be forgotten of also training the brain to associate ideas with what the
eye sees on the lips when words are spoken. In the case of the very
slightly deaf child, this visual training is not quite so important as
the auricular training, but when there is much deafness it is the more
important of the two. The comprehension of much language can be given to
the little deaf child by constantly talking just as any mother does to
her hearing baby, only being always careful to take a position facing
the main source of light, which should come _from behind the child_.

The hearing child arrives at the association of meaning with the sounds
of words only after very many repetitions. How often must the child hear
"Mamma," "Look at mamma," "See, here is mamma," "Mamma is coming,"
"Mamma is here," "Where is mamma?" "Do you love mamma?" "Mamma loves
baby," etc., etc., from morning to night, day after day, week after
week. The mother does it for pleasure; to play with and pet the dear
baby. She does not think of it as a teaching exercise, but it is a very
important one. The deaf baby will learn gradually to associate a meaning