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 system we cannot but feel that the views on school doctor's work, though very definite, are wonderfully restricted. At first, and for a long time, as we saw, it was believed in Germany that this work had to do merely with school buildings. Then it was recognized that it should include the child—in so far as his state of health is concerned. Only to-day is a voice here and there heard crying that, beyond all this, the teaching itself and the training itself given in school has a physiological side; that elementary education at least, is always more or less of a physiological experiment, and that for this reason, in elementary schools, the teachers and doctor should come a little closer together. Why should either confine himself to looking for disease? Has the school doctor no interest in seeing and hearing a lesson given? For a long time the German teachers seem to have looked askance at the school doctor, more particularly if he seemed to interrupt or disturb a lesson. He was careful not to "interrupt." He turned his eyes away from all teaching at first. But this feeling of utter separation between the teacher's and doctor's work is breaking down a little. He is now required to sit through lessons.

In England, I think it never existed—or hardly ever existed—this feeling of estrangement. One of