My first examination of him revealed the fact that he lacked proper control of his lips and tongue, and of one internal physical function, the latter chiefly at night. And that the lack of control in these particulars was the direct cause of his psycho-physical condition was very conclusively proved by my treatment of him. Treated on a basis of conscious guidance and control, re-educated and co-ordinated, the child made rapid advancement, and he progressed towards a condition approximating more closely to what one might call normal, than he had experienced since birth. The fear reflexes became less and less subject to excitement, he grew less irritable, his temper was more controlled, and his outbursts of crying were exhibited far less often. I have cited this instance to show what strange psychic effects may spring from apparently purely physical causes,—though, indeed, the complement of psycho-physical is so unified that it is impossible to divide the components and place them on one plane or the other. In this boy’s case, the primary cause of the trouble was probably congenital, but equal and greater troubles may arise from much smaller original defects if the initial habit is confirmed and crystallised by use, as I fear will be the case, if the child is left to develop itself on the lines of the free expression advocates. It is quite certain, for example, in the case just referred to, that no amount of “free” activity could have released the child from his constrictions whilst the influence caused by his malco-ordinations still existed. But surely I have given evidence enough to prove my case against this last development in education. In an ideal world into which children were born with ideal capacities, Mr. Shaw’s thesis might have some weight. In this rapidly changing world of the 20th century we require, more than ever before, a system that shall guide and direct the child during his earlier years. This implies no contradiction of what I have said earlier anent the method of constant supervision. The necessary correction of physical and mental faults that I am advocating is a very different thing from the attempt to mould a child into one particular preconceived form. I would only insist that the children of to-day, born as they are with very feeble powers of instinctive control, absolutely require certain definite instructions by which to guide themselves before they can be left to free activity. And these directions must be based on a principle that will help the child to employ his various mechanisms to the best advantage in his daily activities. These directions involve no interference with what the child has to express; they represent merely a cultivation and development of the _means_ whereby he may find adequate and satisfying release for his potentialities.