ELEVATION 231 receives the lesson with great joy when he has already fixed the sense distinctions. The lesson on the name then clarifies and completes his own voluntary work. The idea is known, it lives through his own .work; and now comes the baptism, the nafne, the consecration. It is interesting to watch the child's intense joy when he has associated a name with something about which he has learnt something through his senses. I remember having taught one day to a small girl who was not yet three the names of three colours. I got the children to place one of their little tables,in front of the window and having seated myself iii one of their chairs, I made the child sit down in a similar one, on my right hand. I had on the table six pieces of colour,.in pairs of the same colouróred, blue and yellow. As a first exercise I put before the child ;one of the tablets and asked her to find its match; and this I repeated for all three colours, getting the similar pairs arranged in a column. Then I passed on to Seguin's three stages. The little one. learnt to'recognize the respective names- of the three colours. She was so delighted that she looked at me for a long time and then began to dance about. As I watched her dancing in front of me, I said to her laughing: " Do you know the colours?." And: she always replied as she danced on:." Yes ". This joy of hers had no end; she continued to dance round that she might hear the same question repeated, and answer it with; her enthusiastic " Yes ". The,defective child, on the contrary, is helped by the lesson to understand the material; his attention is clirected insistently on the contrasting differences, and in the end he gets interested in them and begins to work; the object in itself did not possess a stimulus strong enough to rouse his energy. : A COMPARISON BETWEEN OUR TEACHING AND EXPERIMENTAL PSYCHOLOGY There is generally neglected a very interesting comparison between the research of Itard on the education '.of children who.