the three R's. He noted nerve symptoms and spoke of these, gave lectures to the teachers of defective children (which were eagerly attended by some who were teaching the normal children), and made maps of the human brain in the presence of astonished and awakened teachers. The question of fatigue began under him to assume a new interest, and its signs were perceived at last and understood; and the meaning of child character and behaviour, the processes and order of growth, the order of development of human faculty—all began to become clearer, like the outline of things taking shape in the rising light of dawn. But still, in all this, the teacher was no passive recipient. He was giving and teaching—all the time. Perhaps it will never be really known what part each played in the new conquest of knowledge. The school was a strange place at first to the doctor. His knowledge of child-life was at first, I think, somewhat small. And the teacher's experience and training had a value that was perhaps never realized till it was
precedes walking on two feet the infant nervous system finds in the large inclusive movement the path to a finer one. It was he who showed why skeleton lines are an evasion of eye training, and who threw light on the various methods of teaching reading and spelling. It was he who interpreted symptoms and movements, who "explained" the sensory child and his reserve—and so on ad infinitum.
