This quotation, however, describes a result, and the means to its achievement can only be attained under certain conditions. There must be, in the first place, a clear realisation by the pupil that he suffers from a defect or defects needing eradication. In the second place, the teacher must make a lucid diagnosis of such defects and decide upon the means of dealing with them. In the third place there must be a satisfactory understanding between teacher and pupil of the present conditions and the means proposed to remedy them. These three preparatory realisations indicate the real psycho-physical significance of the pupil’s mental position. He begins by a definite admission that the subconscious factors by which his psycho-physical organism is being guided are limited and unreliable. He acknowledges in fact that he suffers from mental delusions regarding his physical acts and that his sensory appreciation, or kinæsthesis, is defective and misleading; in other words, he realises that his sense register of the amount of muscular tension needed to accomplish even a simple act of everyday life is faulty and harmful, and his mental conception of such conditions as relaxation and concentration, impossible in practical application. For there can be no doubt that man on the subconscious plane, now relies too much upon a debauched sense of feeling or of sense appreciation for the guidance of his psycho-physical mechanism, and that he is gradually becoming more and more overbalanced emotionally with very harmful and far-reaching results. The results indeed are all too obvious, and yet it must be presumed that the individual has endeavoured to do the _right_ and not the _wrong_ thing. Does any one set out to catch a train relying upon a watch which as he knows perfectly well is unreliable? Would any sane person place dependence on the reading of a thermometer that he knows to be defective? No, we must admit not only that there is a failure to register accurately in the sensory appreciation, but also that the fault is unrecorded in the conscious mind. And it is for this reason that the pupil must be given a new and correct guiding and controlling centre, before being asked to perform even the simplest acts in accordance with his own idea and judgment.