SPEECen autatively about Miss Kellers speec are Miss Saraon, Massacts, ing discipline, carried on t lessons.

    Before I quote from Miss Sullivans account, let me try to give some impression of  present.

    to listen to. y and modulation; it runs in a sing-song ones. e quality; to be too muc of tone. Some of es are musical and celling a cory, or one , o pretty slurs from one tone to anot of t quite  one notices in a celling a solemn story.

    t is lacking is sentence accent and variety in tion of pill labouring s of a sentence, or as cimes read in sco pick out each word.

    Sz, ongue is German, says t ion is excellent. Anotelligible tributes  put sufficient stress on accented syllables. S;pro-vo-ca-tion,”

    quot;in-di-vi-du-al,quot; tle difference betency in tion of t. It o make  o pronounce DICtIONARY  oIONAYRY or DICtIONRY, and, of course tem of marks in a lexicon can tell one o pronounce a o , especially in a language like English which is so full of unspellable, suppressed vowels and quasi-vowels.

    Miss Kellers vo firm.  on FUL, for sly.

    Simes mispronounces as so tered, tten it many times. ty and some oted  ted everyt  necessary to te task of passing the school years successfully.

    Miss Keller o speak loud  destroying t quality and tinctness of  so make her speech clearer.

    t-ried to improve  only ion, but tself, and gave one and vocal exercises.

    It is o say and. Some understand . omed to  t it is different from t of any one else. Cy in understanding s t e measured speeco t trick of running all to one movement of told t Miss Keller speaks better t other deaf people.

    Miss Keller old o speak. Miss Sullivans account in  Cauqua, in July, 1894, at ting of tion to Promote teaco tantially like Miss Kellers in points of fact.

    MISS SULLIVANS ACCOUNt OF MISS KELLERS SPEEC ime e by means of t t s lesson in tural and universal medium of ercourse--oral language. S in t, side  so converse freely, read intelligently, and e ive ease and correctness. Neverto utter audible sounds rong ant efforts inctive tendency, ,  to teaco speak, because I regarded y to cable obstacle. But s ing  from t used by ts found expression. quot; to say  teaco talk like to speak?quot; I explained to  some deaf caugo speak, but t teac t  assistance to t serrupted me to say ser tion, a lady came to see old  ta, and o learn to speak, and from t day to t resolution. Sely to make sounds  instruction, since   upon learning to talk; and, feeling my oence to teac of articulation serious study, I  ance, to Miss Saraed ness and ent once began to teaco articulate a great many inctly. From t s content to be drilled in single sounds, but ient to pronounce ences. ty of t of ts never seemed to discourage , elligence, learning to speak taxed o tmost. But tisfaction in seeing from day to day tery and ty of final success. And e and inspiring ted, and t in being able to utter s in living and distinct speecness rangers tell  tand her.

    I  many times  is, as oto decide t question, or even give an opinion regarding it. I believe t I  to knoeacen express surprise t  received any regular instruction in speec feo ual imitation and practice! practice! practice!quot; Nature ermined o speak, and all o aid , easiest ate tions in the voice.

    Some furtails appear in an earlier, more detailed account, itution Report of 1891.

    I kne Laura Bridgman uitive desire to produce sounds, and o pronounce a fe delig doubt t ,  tage s repay ime and labour t suc .

    Moreover, tonous and often very disagreeable; and sucelligible except to the speaker.

    taugen painful. too mucress, it seems to me, is often laid upon tance of teaco articulate--a process al to tellectual development. In ture of ticulation is an unsatisfactory means of education; es mental activity, since t t into close contact  and most abstract ideas may be conveyed to tely.  to be also an invaluable aid in acquiring articulation. Sly familiar ruction of sentences, and ies to overcome. Moreover, s a pleasure speeco e knoicipation iculate does not knoime tedious and meaningless.

    Before describing teaco speak, it may be o state briefly to ent so receive regular instruction in articulation. ricken doed in  and  teen monto talk. t ary signs of . But tion of oral language, and, urned, it  so speak intelligibly because sinued to exercise er and tones of s ly natural, but tly attaco tion t ention of communicating  from ty of exercising e, organic, and ary faculty of expression. Staco ter,  inued to articulate after s ion of tinct, and  er, and not until so spell t ter, and ture o  tural and acquired signs h which she had been familiar before her illness.

    As sed  sense, as including all tactile impressions), s more and more ty of communicating tle  every object and observed every movement of t o imitate ts. So express ive needs and many of s.

    At time ive and ood by ted e in a very expressive manner. Failing to make ood, s. In tal imprisonment sirely upon signs, and s  for  of articulate language capable of expressing ideas. It seems, , s of hers lips.

    occupied, slessly about trange t sounds. I inuous, monotonous sound, keeping one , s of ation of o t into a merry laug and touco be near o see if ected

    no smile, siculated excitedly, trying to convey ; but if so make  still for a fes, roubled and disappointed expression. So feel t purr; and if by c a dog in t of barking, s pleasure. So stand by t one ed on tood in tion as long as any one o erinctness previous to MarcER. t  instruction from t  tain t elements, and tion for  real lesson in speaking.

    At t lesson so pronounce distinctly t;, a^, e, i, o, c soft like s and , p, s, u, k, f and d. s ill are, very difficult for o pronounce in connection en suppresses times s aspiration. ticeable in  first. Sedly use one for t difficulty in tion of t one of t elements wered.

    t g also gave rouble, and s yet enunciate ties  ely began to struggle ion of  up until so articulate tinctly. erest never diminis; and, in o overcome ties most, and learned in eleven lessons all of te elements of speech.

    Enougs by Miss Kellers teaco saugo speak, and by o conversation no so quick or so accurate as some reports declare. It is a clumsy and unsatisfactory ion, useless  to give Miss Keller trying to speak to Miss Keller, and ttempt is not proving successful, Miss Sullivan usually  o Miss Kellers hand.

    President Roosevelt tle difficulty last spring in making Miss Keller understand ed Miss Sullivan not to spell into  every s speecably distinct. Ot;; them.

    A feo t, and Mr. J. E. Cell  t. ty to read tting corrections of ion from Miss Sullivan and ot as it o speak at all, but it is rat ty.

    It must be remembered t speecributed in no o al education, t ty to speak so o college. But ster t value speec ting of tion to Promote teaco t Mt. Airy, P Mt. AIRY  If you kneo speak to you to-day, I to tand tle deaf c o unity to learn to speak. I kno mucten on t, and t teaco oral instruction. It seems very strange to me t t understand erested in our education can fail to appreciate tisfaction o express our ts in living ly, and I cannot begin to tell you  gives me to do so.

    Of course I kno it is not alrangers to understand me, but it ime I  my family and friends rejoice in my ability to speak. My little sister and baby broto ell tories in t eacen ask me to read to te books. I also discuss tical situation  perplexing questions quite as satisfactorily to ourselves as if I could see and  a blessing speeco me. It brings me into closer and tenderer relations possible for me to enjoy t companions many persons from  off if I could not talk.

    I can remember time before I learned to speak, and o struggle to express my ts by means of t--s used to beat against my finger tips like little birds striving to gain til one day Miss Fuller opened  t  easy at first to fly. t all ty t  save to fly, but t  to creep , nevert seemed to me sometimes t I could never use my speecended I sies in ts; but I kept on trying, kno patience and perseverance  t beautiful air-castles, and dreamed dreams, test of  of t o ened every effort and made every failure an incentive to try  time. So I  to say to trying to learn to speak and teac to-days failures, but of t may come to-morro task, but you acles--a delig sometime slip back. Remember, no effort t o attain sometiful is ever lost. Sometime, someended we should speak and sing.