PUBLISHER'S NOTE. In justice to Prof. Guttmann, as well as in justice to myself, I state that his exact language has been used, and that I have made verbal changes only when they were necessary to make clear his meaning. This will explain the peculiar style, which leaves no doubt that a foreigner is speaking. I first met Oskar Guttmann just after my return from a several years' sojourn in Europe, where I had been under the treatment of a number of leading speech-specialists for my own defect of speech. I had been drilled in the analytic and synthetic oral use of the German language, and was familiar with the technical terms employed in such instruction. I mention this to show that probably no other American pupil of Prof. Guttmann as fully understood the teacher and entered as thoroughly into the spirit of the teaching as I did; for Prof. Guttmann, although quite familiar with the English language, still was not master of it, and frequently was unable to find an English expression for his thought. With me he would drop from English into German and from German into English, whenever the occasion demanded or inclination prompted. Hence I believe that I have had exceptional advantages over other American pupils, and that I have priority of right to speak for Prof. Guttmann now that he can no longer speak for himself. Besides, I feel that it is a duty imposed upon me. Oskar Guttmann was not understood or appreciated. We had a great teacher among us, and we heeded him not. I, for one, confess it with sorrow and humiliation. He went to his grave in obscurity and in poverty, heartbroken, with his mission unfulfilled. He possessed knowledge that should have been given to the world. Gladly would he have adopted a professional heir, had one worthy been found. He left no such an heir. I became Oskar Guttmann's pupil and, subsequently, his publisher. He confided to me many ideas, both in oral and in written form, that proved him to have been an investigator and a formulator in advance of his time. Others have reaped the harvest that belonged to him. My task it is-and a pleasant one, too-to put in permanent and accessible form that part of his professional activity that pertains to stuttering and stammering, in the hope that it will set free many now chafing in the bonds of fettered speech. EDGAR S. WERNER. GENERAL REMARKS. During many years of professional activity and of devotion to the investigating of the laws underlying the origin, developing and strengthening of voice and speech and the removal of defects, I have observed that directions for exercises, in the comprehension of which the eye takes part, yield much quicker and surer results than exercises that are merely described in words. Whatever the pupil hears or reads and at the same time sees, impresses itself upon him far more speedily and produces surprisingly quicker results. Therefore, I have prepared Tables to be used by the pupil during the practice lesson. Each of these Tables contains a separate piece of poetry or prose, the words of which are accompanied by constantly recurring fixed signs, arranged into a system somewhat comparable to the notes in music. These signs, though far from having or pretending to have the significance of notes, are, nevertheless, of the utmost importance to the student, for they show him the exact place where he must produce the voice, the sounding-consonant, the voice |