exercise for him and should be faithfully continued till he is old
enough to respond to the tests of hearing as outlined and it has been
definitely proved that he cannot possibly tell whether ä, or (o with
macron) or (e with macron) is said, no matter how loud or how near the
ear the sound is uttered.

The question will naturally arise as to whether the child's hearing of
speech can be aided by an electric or mechanical device. When it is
possible to make the 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.