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"(a) This first part consists of rhythmic exercises, stretching,
breathing exercises and movements to prepare for complete muscular
relaxation. A short period may be spent to explain the meaning
of relaxation; this explanation varies with the age and intelligence
of the children. Suggestions are given out to help them to a deeper
sense of ease, building up of confidence and the dispelling of fear,
and the benefit they will gain from it.
"(b) Here the children lie on their mattresses and practice the
complete muscular 'let go,' gradually getting deeper into the feeling
of ease, and are helped to put into practice the thought or suggestion
given them in the first part of the lesson. The length of time that
a child will relax varies considerably; at first he may only rest a
very few minutes, but with gradual practice this time increases
until some will fall asleep. At a given time the suggestion is made
that those who feel ready may move, thus leaving the children who
need a little longer time the opportunity to do so. During this
period, easy rhythmic breathing is practised, the chest muscles
being completely relaxed.
“(c) This is the period for testing speech, also to help the
children to build up confidence in their speech without drawing
unnecessary attention to speech as such. In this part of the lesson
the children are able to renew their feeling of ease and to test it
when attempting speech. Much confidence is gained with each
successful attempt.
"There are nine Speech Defect classes meeting every week.
These classes should not have more than three pupils in each class,
but to alleviate the stress of new cases and to allow for absentees,
there are sometimes six in attendance. There are twenty-three
classes for speech, meeting every week.
“As time goes on, I think it would be of assistance if we could
call parents' meetings at the Clinic, in order to discuss the problems
of their children with regard to speech. As far as possible in the
short time allotted, I visit the schools and, as often as possible,
the homes of some of the more difficult cases. This is of great
assistance, but it cannot be too strongly stressed that we must
have co-operation of both parent and teacher in this work, in order
to obtain best results. I had great difficulty at first in helping the
parents to realise the importance of the work and the necessity of
regular attendance, particularly with regard to the parents of the
Infant and Junior scholars needing a responsible person to accompany
them. I am sure, as the work progresses, this difficulty will
be overcome. In cases where parents are quite unable to attend
with their children, there are two mornings partially set aside for
these children to be transported by the School Omnibus. This
arrangement has helped considerably.