"MODES OF ENUNCIATION, ETC. in tke of creating artificial difficulties for the student by interrupting him, requesting him to repeat, and so on, is certainly a sensible procedure* Usually the student does not encounter such difficulties till the course of training is complete, and with these diffi- culties he is wont to encounter the customary relapse* •— Intercourse with strangers should certainly occur during* rather than after, the course of speech-train- ing. "Stranger-practice** is undoubtedly a valuable feature in any curriculum* The usual generalizations can be applied to most of the verbal exercises, They probably intensify the pupil's acoustic imagery to some extent while he is practising them for several hours a day, Further, the pupil's confidence in the exercises temporarily absolves Hm from fear, bewilderment, and inhibitive auto-suggestion. We come now to the consideration of special modes of utterance intended to mitigate or obviate fttammer- ing^ and to the exercises on which these modes of utterance are practised. We shall consider first the expedient of omitting or reducing initial consonants. More than a hun- dred years ago Erasmus Darwin observed1 that stammering generally took the form of a *f broken association" between the initial consonant and the 1 "&x>nomiii; or the LAW* of Organic Lift*/1 Loadtm* iloo.