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Full text of "Stamering And Cognate Defects Of Speech Vol - Ii"

158       SYSTEMS OF TREATING STAMMERING

A German teacher of stammerers has devised prac-
tice-charts for syllabic reading, in which symbols for
respiration, vocalization, etc., are employed. He at-
taches considerable importance to the symbols:

"These signs, though far from having or pretending to have
the significance of notes, are, nevertheless, of the utmost im-
portance to the student, for they show Mm the exact place
where he must produce the voice, the sounding-consonant, the
voiceless consonant (which is capable of prolongation), the
explosive consonant; and, to a certain extent, they even show
Mm the duration of all these. These signs arouse in the student
the feeling for correct breatMng for production of sound and
correct speech, syllabically as well as rhetorically.

"The practice of ... a piece of poetry or of prose must
be carried on in one tone (that is, on one pitch), the one which
the student can produce without the slightest exertion." l

Transcriptions of the exercises employed are given
on pages 159 and i6o.2

There are, of course, numerous auxiliaries to the
syllabic exercises. In some institutions the pupils
practise while marching, pronouncing one syllable to
a step, syllabicate words while performing dumb-
bell exercises, and so on. In most schools where
syllabication is employed as an exercise, the pupils
progress from, syllabic reading to the normal reading
of poetry and prose. But in some stammering-schools

1 The above passage Is taken from an English translation.

2 Symbols as formerly employed.   The dotted line beneath a con-
sonant of course denotes its surdal quality.   A short vertical line
beneath a vowel specifies direct attack.