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V gU.: .• i ir^t~nr 'irrT~- Plans for Securing Oral Expression from Children. By John B. Shell, Principal Teacher Oglala Boarding School. jOR many years there has been going on almost incessantly a debate with reference to the merits and demerits of both the oral and written method of the recitation and their respective values in the education of the child. It has been demonstrated that both have their place in a school curriculum, but it has been proven that in the first five grades of a child's education, the oral work should predominate. "While in the other grades it should at least take an equal place with that of the written recitation. Oral work involves the development of tue following factors: breathing, vocalization, enunciation and pronun ciation. In the Primary Education of the child breathing and vocalization are quite important, but there is little time for their consideration. These can with little injury wait until later in the child's education, as a child both breathes and vocalizes more correctly than does an adult, but good enunciation and pronunciat ion must receive careful consideration from the beginning of the child's education. One of the first duties of the teacher when the child enters school is to strive to develop orally the power in the child to enunciate correctly. This may be done by carefully observ ing the manner in which each sound is enunciated as met with in words Pronunciation must follow closely that of enunciation. Good oral enunciation may be enhanced by the teacher's carefully enunciating in the presence of the children in order that they may see the position of the vocal organs in the pronunciation of words. 5.