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It may be mentioned in passing, that when speech is not established at the usual period there is a want of flexibility in the organization later that renders its acquisition more difficult.

And again, when in connection with defective co-ordination speech at the outset has been imperfect, and the habit of a vicious utterance established, then later efforts to articulate properly fail of their purpose. The individual can make all the sounds of the language correctly perhaps, and can even repeat sentences correctly, but falls back unconsciously into his habitual faulty utterance.

I ought to allude to two or three other exceptional forms of defective speech occurring in idiocy but also seen in cases of sound mind, --

First, stammering. Six of our present pupils stammer, -- not quite two per cent. of the total number. This is, however, a larger percentage than has usually been found in the asylum. I confess the low percentage of stammerers has been a surprise to me.

We have a few cases, always, of marked defects in vocal apparatus, -- thus cleft palate and high palatine arch, which impede, to a greater or less degree, the power of appropriate utterance.

To this imperfect attempt to establish certain categories among idiots, based upon the extent of their comprehension and use of language, to assist in defining and describing their relative mental condition I may add a few words as to the means to be taken to develop the function and the faculty.

These should obviously be directed to the very point of imperfection of organism or default of function, when this can be determined. The natural avenues to the brain and mind must be opened. Perceptions of sight and sound must be forced through obstructed channels. Conscious intelligence must be awakened. Volition must be stimulated and encouraged. The pupil must be made to comprehend language, if possible, commands by gestures, the names of various objects, etc. In other words, the necessary associations between sound and meaning must be established. Then may follow exercises in imitation of muscular movements, very palpable at first; then practice in individualizing and co-ordinating muscular movements. At last attention is directed to the vocal organs, and similar exercises are continued to individualize and co-ordinate these. Then follow the imitation of sounds, simple musical distinctions, elementary articulations, and words of easy utterance.

Some of the means adopted must be applied individually, others again to classes, to get the benefit of the unconscious influence and force of associated action.

But I need not enumerate the varied resources at our command in the work proposed. In time, if we are fortunate in our material, the machinery of expression is so perfected that it only awaits the spontaneousness of the pupil to set it in motion and to bring him into relation with a speaking world.