PAPERS OX PSYCHOLOGY AND EDUCATION 339 



(2) Instead of employing isolated words as stimuli 

 to be later framed into sentences, we would begin with 

 sentences forthwith and later arrive at isolated words and 

 their phonetic elements. We should thus parallel an ap- 

 proved method of teaching reading. 



On October 29, the subject who succeeded with the 

 speaking tube last year was tried out, without previous 

 drill upon the acousricon. He recognized 58 out of 100 

 impressions, the stimuli being selected from among those 

 with which he had become familiar last year. 



The experimenter and the subject in work with the 

 acousticon are separated by from 30 to 60 feet. The re- 

 ceiver lies within the sound-proof box, and the subject's 

 hand, grasping it, is enclosed as in the earlier experi- 

 ments. The additional precautions against hearing, 

 already described, are employed in this case also. 



In preliminary experiments in which the writer was 

 subject, four short sentences were used as stimuli: 



Jack did like teacher. 



Henry did not begin. 



He did like work. 



Say, did Jack accept? 



Xo well-defined principles led to the choice of these 

 sentences. Many others would have served as well. 

 They contain a considerable variety of vowel values. It 

 was our expectation that, after considerable practice, 

 these vowel values would begin to emerge in the tactual 

 sense. 



Work began with the fourth week in October. The tip 

 of the index finger of the subject's left hand was held 

 lightly against the diaphragm of the receiver. Practice 

 was had four days each week, extending over from 45 

 to 90 minutes daily. Owing to limitations due to other 

 engagements on the part of experimenter and subject, 

 it was impossible to distribute the time in an ideal man- 

 ner, as is required by the law of distribution of time in 

 the chapter on learning. 



At each sitting, for purposes of drill, the experimenter 

 pronounced the four sentences into the transmitter in 

 an order known to the subject, ten times in succession. 

 The same sentences were then pronounced in orders not 



