The teacher must have the very best methods at hand and understand their application in order to help a child that stutters. She must remember that every method she uses will be of no avail if the child knows that she is “using a method.” Therefore, in whatever she does there should be no ostentation. In the first grade there is little work that requires oral recitations other than the first crude attempts at reading, numbers and language. In busy work, drawing and writing, the child need say nothing. [Sidenote: Learning to Read] In the reading, the teacher must be careful not to have the child read too long sentences by himself. The teacher should read with him; by so doing she helps him along without the irritation of stuttering. She must read in a firm, even tone of voice. A teacher who has a harsh voice will often do more harm than good, if she doesn’t control her voice. One of the very best things to do, during the first week of school, is to have all the pupils memorize several easy songs and poems. When the teacher first calls up the class, she may say, “Now, children, we will all say our poem together.” The teacher must speak it with the pupils for the first week or two. The stuttering child must be watched to be sure that he repeats the poem with the others. Speaking it with the others carries the child along and he can say in concert what he could not utter alone without stuttering. Then the teacher may say to some other pupils, “Mary you and I will speak the poem together.” The teacher should choose the pupil who has memorized the poem best and who has a good voice. Next she may repeat it with Mary and the stuttering child and finally alone with the stuttering child. By this plan the afflicted child will not once suspect that an effort is being made to help him personally. Such a drill can be given at the beginning of every lesson and will materially help the stutterer. The lesson following the drill should always be simple. Care should be taken that any sentence he is asked to read or repeat is not too long and that it is clearly understood. Nothing is better for speech drill than number work. In counting, have the child count slowly and plainly. Never require him to count farther than he knows. If he can count to ten, have him count to ten, then say, “Now, you and I will count together to twelve.” Then count with him to and including twelve. Repeat the counting; then say to the child, “Now you count to twelve by yourself.” As soon as he shows the least tendency to stutter, count with him. The counting can be prolonged little by little. Counting in concert will also be helpful.