When it is explained to such a pupil that inhibition is the first step in his re-education, that his apprehensive fear that he may be doing wrong and his intense desire to do right are the secrets of his failure, he will invariably endeavour to prevent himself from doing anything, by exerting force usually in the opposite direction. And so he creates a second harmful force which, in conjunction with the first, serves only to increase the undue physical tension and to intensify the already exaggerated apprehensive condition. The fundamental principle in the re-education of such a subject is the prevention of this undue and unnecessary apprehension. He must not attempt to remedy any defect by “doing something” physically in accordance with his sensory appreciation, which is the outcome of his erroneous preconceived ideas and incorrect psycho-physical experience. His reasoning power is dominated by his sense of feeling where his psycho-physical self is concerned, so that he cannot even attempt to carry out any physical act excepting the one he _feels_ to be right, despite the fact that by his reasoning faculties and practical proof, he knows that his sense of feeling is misleading and is the outcome of erroneous preconceived ideas. We must therefore make him understand that so very frequently in re-education the correct way to perform an act _feels_ the impossible way. There is only one way out of the difficulty. He must recognise that guidance by his old sensory appreciation (feeling) is dangerously faulty and he must be taught to regain his lost power of inhibition and to develop conscious guidance. The teacher must with his hands move the pupil’s body for him in the particular act required, thereby giving him the correct kinæsthetic experience of the performance of the act.