In language work the greatest care must be exercised. It is difficult for the best of pupils in the first grade to tell a story, much more so for the stuttering child. Even though he may know the story, it would not be helping him to have him tell it, for just as soon as he becomes confused in thought, he will begin to stutter, and since the teacher does not know just what the child wishes to say next, she can not help him. The situation differs in this case from that of number work and reading; for the teacher can repeat what the child wants to say in those subjects knowing what comes next. However, the child must be taught something in language; he dare not be neglected. He is too young to write the story; hence it is necessary to give him special work. Special work has its drawback because the child notices that he does not do what the other children are doing and begins to feel that he is being singled out for particular work, and that is especially to be avoided; hence the teacher must use such work as can be employed for the other pupils. The following plan has been used in the very best of primary schools, and is, perhaps, one of the most effective methods for first grade language work: a method that will secure correct and exact expression, just the thing that should be emphasized in oral English. [Sidenote: Pictures] The teacher selects story pictures; not gaudy or highly colored ones, but such as are simple and full of real life—“Can’t You Talk?” “Kiss Me,” “Village Blacksmith,” “Feeding the Hens,” “Friends or Foes,” “Lessons in Boat Building,” “Oversleeping,” “No Thoroughfare,” “Which Do You Like,” “Family Cares,” “Saved,” and a well chosen Madonna or two. These pictures can be obtained from the Perry Pictures Collection at one cent each; they come in soft grays and browns. The teacher can ask, “What do you see?” Have each child hold up his hand when he sees something. Instruct the children to begin their statements with “I see, etc.” Call first upon one of the best pupils. He will no doubt say, “I see a little girl.” Then if the stuttering child has his hand up, call upon him. He will say, “I see a dog.” He will utter this easily because he has had time to think what he wishes to say. Then the teacher may ask what the pupils think the little girl is saying. Give each pupil plenty of time to think. As the hands go up, call upon the best pupil first. Have the child begin the statement, “I think the little girl is saying....” Allow each child to express himself, including the child that stutters. Never call upon the stuttering child first. At this point the teacher may tell the class to be seated while she relates the story of the picture. The teacher should avoid such pictures as “Washington Crossing the Delaware,” “The Landing of the Pilgrims,” “The Signing of the Declaration of Independence,” etc. They are full of action, to be sure, but too difficult for the children to understand.