The Middlebury register. [volume] (Middlebury, Vt.) 1850-1882, 1875-10-12

WAS very amUluOu3 giTi, .hDsOfocd II
her work--for its own sake, aud not will
any idea Of excelliug o,bers--iairly il
love with her school and its duties. al
ways in ber place, always faithful Spe
cially, she was just beginuing her Latii
translation, and was just beginning full,
to realize the use OF all the forms aut
rules which the last two years had beef
occumuatiog. The teacher knew be
we'll enough to know that taking her on
Of her school, and away from her work
would be like taking the handspring OIL
Of watch. Aud she also knew that il
that csse the bodily health could not fai
to be affected so that medical treaimen
of any organ must fail of some Of its re
suits.
She, determined to test the possibility
Of united action Of the two pfoIe sious
asked and obtained from the mother per
mission to consult tie physician. She sem
up her card to the oculist, stating thai
she wished to sec him about the child
whose eyes he had examined on such O
day. Once in the Office. to which she
was most cordially welcomed, ibough il
was at the close OF long and wcarying
professional day. sho stated her case, ex.
pressing her belief that the psychological
side was OF immense imp0rtauce even in
a pathological view. The ocuist. with
the same lrankness and absence Of for.
mality that one physician is accustomed
to show to another. recognized 0t once
the truth Of the statement, and. immedi.
ately turning to his Dote book, gave her
10 full the result of his examination as
there recorded Then, taking up the
chalk and rapidly sketching upon the
blsckboar correa and scleroiica. ciliary
muscles and iris, crystalline leus and ret.
ina, showed the teacher, Who, also sccus-
TO ned to such professional work. as rap.
idly followed. the exact condition OF the
eyes in question. He then stated how be
proposed TO treat the case, aud what the
child would and would not be able to do
Gould she practice on her arithmetic
examples, provided she could have the
use of black board aud make her figures
six inches long ?" queried the teacher.
Certainly, aud she need not make them
quito so long" responded the physician
Then the work can be arranged without
her losing anything but writing aud draw.
iug, which. OF course, must be given up
was tho answer. The tbiog was settled
Her class examples were set for her every
day on a well lighted blackboard her
Latin and French exercises she wrote by
means OF one Of the older pupils Who act
ed simply as eyes aud hands for her, aud
in so doing gained valuable review for
berself; her physiology she learned BY
listening while Que oil her own class stud.
led her lesson aloud.
The physician took pains to do all bis
examination and administer all his direct
treatment on Saturdays. or before IA NJ.
aud thus working in closest harmony. the
teacher carrying out tho ply byscians plans
as the treatment progressed, aud the
physician not interfering with her work,
aud the result was this : The girl went
through the whole atropine treatment for
many weeks, and is now using her eyes
aguip, very much improved. During that
whole time, she never lost one single mo
ment of her school work or one of her
lessons. The delight and relief which she
felt when she found she need not be cut
IF from her work made her radiant with
life. She learned more accurately with
her ears alone than most of her compan.
ions with ears und eyes. developed her
powers Of close attention and memory 10
a most wonderful degree, and through all
the treatment and now stands unques.
'ionsbly among the very foremost in her
class in accuracy, thorougauess. and clear
ness of thought, as we'll o. ia bodily
health. Such Is the result OF one expert
nent in cooperative work.
1t is my earnest conviction aud pro.
Iound hope that The time will be when il
will not stand alone, for. when the time
shall come when, in the treatment OF
school Children. the physician shall seek
and receive the information which the
teacher alone possesses. and the aid which
she alone is able TO give when the teach.
81 snaIi seek anu reGeive tne Ibiormuliou.
and gain the aid, whi,h only the physi.
,ian can impar,; when there shall be q
moro mutual and well deserved respect.
because a more intimate knowledge-we
hall hear less about the sickness aud all.
nents of school children, because there
will be fewer Of them. We shall also
hear less about the failure Of our school
work; first, because ", shall have better
material; second, tho blame will be laid
@here it belongs
Ii is time that we, as a body, should
assert and maintsin by our words what
we are always asserting aud msintaiuog
by the very nature Of our daily work
that there is a science Of the miud os wei
as the body, and that the students of nat.
ural phenomena have long enough unjust
Iy arrogated to themselves the terms sci.
enoe and scientific. These belong a.
much more of right to students of mind
than to students OF tho body, as the think
ing, choosing, self.conscious soul il above
and beyond its dependent, though, at pres.
cnt, necessary instrument
A True Gentleman.
A tfue man ia ahove a moan fhino