paper, if necessary. It will not be necessary often or long, and each
day occasions of difficulty will grow fewer.

Provide some useful and helpful occupation for the child for at least a
part of each day. Do not let him play at random all the time. Continue a
certain regularity of life in the matter of meals and getting up and
going to bed. Insist upon respectful behavior and good manners. He has
these demanded of him at school. Do not let him return in the fall
having lost much that he had gained during the preceding year.

When he is at home keep him in touch with the activities and the topics
of discussion in the family circle. Do not let him withdraw or feel shut
out. This will take a good deal of effort and self-denial and patience,
but in the long run it will repay the parents. Failure to do this will
eventually bring sorrow to all concerned. Train the other children to do
their share of this. Insist upon their telling the deaf one their plans
and their doings. Unless some care is taken he will see the others going
without knowing where or why, he will sometimes lose pleasures because
he did not hear the talk that was going on around him and no one thought
to tell him. This has a tendency to make him bitter and unsocial.

From the very beginning of spoken intercourse with the deaf child the
greatest care should be taken to speak NATURALLY to him. Avoid entirely
all exaggeration of lip movement and mouth opening. Speak a little
slowly, perhaps, and always distinctly, but never with facial
contortions and waving hands. The aim of his oral training is to enable
him to understand the ordinary speech of people when they speak to him,
and to do this he requires an immense amount of practice, just as the
hearing child requires a great deal of practice for years before he can
understand what people are saying to him. If you speak to him in a