brought into touch with this new order of observer. However that may be, the progress made in a few years was extraordinary. It revolutionized in many ways the whole idea and method of teaching—in the small areas where doctor and teacher were working together. And the influence spread far beyond. It did not always reach the people in the next village. But it reached sometimes people who were far away! It reached Germany. All this could not have happened at first in Germany—where the teachers held aloof from the new "official." But it happened in England and indeed very little else was allowed, during these early years, to happen.
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So now in either land we see the result of the past work. In Germany, where the people have done everything, and the State (with the exception of Hesse and Meiningen) nothing, there is a popular movement to bring the whole child population under the care of the school doctor, and to use the State and its power to insure the gains that have been won. All this is due, of course, to the way in which the work was approached. When the sick were made whole, and the stammering were made to speak, the parents saw very well the uses of the school doctor. And now,
