This is a report of the articulation test applied to 166 deaf boys and girls of our school (from 3rd year grade of elementary course to 4th year grade of higher course; age: 12-21) executed in February, 1935. Every child pronounces the 100 Japanese basic syllables written on as many cards, which are exposed successively in a haphazard order. The following table shows the 100 Japanese basic syllables (kana) with their phonetic signs (in approximation) in Japanese arrangement. A number of young psychologists who are not familiar yet with voices of deaf children record the pronunciation. Five of them estimate every articulation of children in 5 grades : 4, 3, 2, 1, 0, (4 indicating very good andO cowmrpolnegtely or false) (A-group). The others record the pronunciations as they hear either with Japanese letter (kana) (B-group, 3 or 4 recorders) or with phonetic sign (C-group, 1 or 2 recorders).When we sum up the points of 5 recorders of A-group and average them, we can get the total point of 100 basic syllables of an individual and also the total point of 166 children of a basic syllable. Table 1 in the text (See p. 558) shows the distribution of total points of individuals (100 being the full mark). They have little correlation with the year grade nor with intelligence. Fig. 1 (See p. 559 in the Text) shows the distribution of the average point of each basic syllable in Japanese arrangement (20 being the full mark) (cf. the table of 100 Japanese basic syllables).Fig. 2 (See p. 560 in the Text) shows the percentage of cases, in which we find the same letter in the records of B-group as one on the original card (that is, the pronunciation was so good that the recorder could hear it as the original syllable,) with respect to each basic syllable. Both Fig. 1 and 2 show the same tendencies, above all, the W-like form almost in every line.We may analyse?a Japanese basic syllable (excepting 5 vowels) in two parts, the part of vowel and that of consonant. Table 3 in the text shows (See p. 561) the relation between the vowel part of original syllables (on the cards) and the vowel part of the records (of B-group). When a deaf child pronounces i, we hear u in many cases (when ki, we hear ku), when he pronounces e we hear it as a (when ke as ka), etc. We may find here an explanation of W-form in Fig. 1 and 2.We show the relation between the consonant part of the original syllables and that of the records in Tables 5-19 (See p. 563-64 in the Text) and summarise it in Table 20 (See p. 566 in the Text). The column on the left side in Table 20 shows the consonants of original syllables, letters in the upper line are consonants of syllables in the records. We may establish the grade of relationship (in a certain sense) between consonants in this table, for example, p-b,z-s-t,etc.