The very fact that the pupil was beset with defects and needed help proves that his _kinæsthetic_ experiences were incorrect and even harmful, and as his judgment on the kinæsthetic basis has been built upon such faulty experience, the judgment will prove most misleading and unsound. Therefore we are forced to dispense, for the time being, with the sense of feeling as a guide in its old sphere of associations. We cannot deny that we are beset with defects, that even when the way is made clear for their eradication we cannot follow that way on our old mode of procedure, because our guides in the form of sensory appreciations (feeling-tones), general experience, and judgment are unworthy of our confidence, and will guide us in such a way that, even if we succeed in eradicating some specific defect, it will be found that in the process we have cultivated a number of others which are as bad or even worse than the original. It seems also to me that practice so-called is so rarely directed by a reasoned analysis on a reasoned plan. Nor does the teacher analyse and instruct with accuracy. He demands from the pupil merely imitative not reasoned acts. This makes practice so often futile for the imperfectly co-ordinated person, and teaching both halting and inadequate. With regard to this question of the imitative method I have frequently had to point out to vocal pupils that certain effects and capacities, which they hoped to acquire in a few lessons, were a result of a proper conscious knowledge on my part of the “means whereby” the voice is produced. To achieve these results they must study and master the same principles, but they could never reproduce them by a series of imitative acts divorced from knowledge of the processes involved and skill in using these processes. There is no royal road to anything worth having, and the imitative method of teaching seems to me pure charlatanry. The position of the teacher and pupil is a very hopeless one as long as their standpoint is still on the subconscious plane, and the physical and mental conditions of our time, when considered in the light of the teaching methods adopted in the past, afford abundant proof of this. My reader can rejoice that the foregoing is a faithful representation of our position to-day. He can rejoice because these tremendous forces demand that if he wishes to progress he must leave the subconscious plane of animal growth and development, and adopt the reasoned conscious plane of guidance and control by means of which mankind may rise to those high evolutionary planes for which his latent and undeveloped potentialities fit him. I will now endeavour to outline the teaching method which should be adopted if we are to pass successfully from subconscious to conscious guidance and control, in the endeavour to remove defects and delusions and to develop and establish correct guiding centres and senses.