Although, like the poor, the speech defective has always been with us, it is only recently that the general public has come to realize the seriousness of his handicap. This increased awareness of the problem has reflected itself in a rapidly growing demand for an organized body of information concerning the nature of the various speech disorders and the modern methods used in their correction. Educators are recognizing what professional speech pathologists have always known--that the work of the specialist must be supplemented by intelligent classroom and home cooperation if the millions of speech defectives are to have adequate help. Eventually, remedial speech will have the same status in the public schools which remedial reading now enjoys. Every elementary teacher will have some training in speech correction; special speech-correction teachers will be provided for supervision in the larger school systems; and psychoeducational and speech clinics will be available for the more difficult cases. These trends are already being realized in many states. In any society so dependent upon communication, the "teaching of talking" must finally achieve an important place in education.
Unfortunately for those students who desire a basic knowledge of the principles and methods of speech correction, much of our knowledge remains scattered and unsystematized. This condition has been especially apparent in the case of the techniques actually used. When the latter are discussed, they are usually couched in such vague or technical terminology that small help is provided. Much valuable information is contained in scattered periodicals,