Naturally a teacher is forced to point out at the beginning that this or that is wrong. All too frequently the pupil at once shows distinct signs of unnecessary apprehension. As this condition is the most retarding feature in any teaching work, I have for years in my own work devoted special attention to it and at once make an attempt to prevent it by endeavouring to put the pupil into “communication with his reason.” There are numerous and widely differing means to this end in the early stages of re-education to the description of which a whole book might easily be devoted, but it is sufficient here to mention it in a general way. I begin by pointing out that we expect these different things to be wrong, that their being so is not a case for worry or apprehension, seeing that they assuredly can be corrected. I draw attention to the obvious fact that a pupil comes to a teacher because there is something wrong. That must be the primary idea, otherwise the teacher’s help is superfluous. Then, why worry when the defects or failings are discovered and made known to one? Surely it is something that should evoke pleasure rather than worry. In other words, if we have imperfections and defects, we seek help because we are conscious of their existence, because we wish to know definitely what they are, so that we may have an opportunity to eradicate them. Common-sense dictates that we should find a teacher who can detect these defects and diagnose their cause, and when this is done the pupil has much to ease his mind, much to bring him real satisfaction when the teacher can assure him of their eradication, and a changed mental attitude should immediately follow. But many people are so out of communication with their reason that it needs days of re-education to establish a satisfactory working basis.