"In the first place, suggest to parents that they make simple tests of their children's hearing; and tell them how and why those who are _partially_ deaf should be helped. "Then tell them to talk, and talk, and talk, to their little deaf ones--to say everything and say it naturally. And tell them some things in particular that should be said--commands, etc., and _certainly_ 'I love you.' Tell them to speak in whole sentences. Give them an idea of the possibilities of lip-reading. "Tell them that _by the expression of the face_ they may convey to the deaf child the interest, approval, disapproval, etc., that they would express to a hearing child in the tone of voice. "Tell them that there is _rarely_ an untrained person who can _safely_ meddle with articulation. "Tell them that it is not true that all deaf children are bad; that the deaf must learn obedience as others do. "Tell them the many things which you wish your pupils had learned before they entered school. "Only this I beg of you--tell them! "LUCILE M. MOORE." For the sake of presenting the ideas contained in this little book in a somewhat systematic manner it was best to arrange them on the supposition that they would come to the notice of the mothers while their children were yet less than two years of age. In many cases, however, this will not be the case. When, therefore, the child is three, four, or five years old when this falls into the hands of the mother, it would still be well if she carried out the suggestions in the order in which they are here arranged. With the maturity of mind and body that comes with the added years, the child can pass through the earlier stages of the training much more rapidly than can be the case with the baby. Nevertheless, the preliminary steps should not be omitted. A child of four can be carried in six months through the exercises that occupied two years when begun with the child of twelve months, but the older child should not be started with exercises suggested for the years after two.