The very first caution for the teacher is positively to pay no apparent attention at all to a child’s stuttering. If a teacher can do this, it will have a marked effect upon the other pupils in making them pay less heed to it and in due time they will become accustomed to the peculiarity and not notice it at all. If other children are inclined to laugh or tease, the teacher should remain serious and the attention of the children should immediately be directed to another pupil whom she will call upon to recite. A stuttering child must have plenty of exercise and fresh air. He should not be required to sit too long in school. In the middle of the sessions, the teacher, may ask him to get her something from out-of-doors or have an arrangement with him that he may leave the room at a certain time each day and return in so many minutes. The latter is not so good a plan, and if used, must be used carefully. The second requirement for a child that stutters is a good physical condition: that means, he must have good food and clothing. This the teacher cannot provide, but she can be the means by which the child may secure the same. No parents surely are so thoughtless regarding the welfare of their children that they will not join a teacher in effecting a cure for stuttering. The teacher can explain the methods she intends to use and then ask the parents to see that the child has good food and clothing and is kept in a good physical condition. If a teacher can cure the stuttering of a first grade child, she is accomplishing a good for his entire life; one that will win life-long gratitude. The teacher must guard the child against exciting situations, especially those in which he must say something. Under such conditions he would certainly stutter. He can be allowed to enter into exciting games providing he will not need to talk. The teacher as much as possible should cut short the conversation which is likely to cause stuttering. It is quite necessary that the teacher should watch very closely to see that the child gets no chance to indulge in lengthy conversations. Whenever the teacher talks with him,—and the teacher should talk often with a stuttering child,—she should conduct her part of the conversation in such a way that it will require only short responses from the child. Even then, if he should begin to stutter, the teacher should repeat the response with him to the close of the sentence, and then drop the conversation. A child that stutters will often succeed in speaking a sentence if someone else repeats the sentence with him. The teacher can do much effective work with the child by thus repeating with him the replies he wishes to make. For the sake of the teacher who may be confronted with a child that stutters, definite directions are given regarding specific subjects,—so definite that if carried out, the child will be materially aided and in most cases cured.