two groups for themselves. He offered these professionals courses that demonstrated how to practically apply his clinical methods. This helped the other disciplines to see the importance of working with disabled children. Final days By 1917, Witmer joined the Red Cross. His main task was to help to rehabilitate homeless people who were war victims. When he went to the United States in 1920, his mother died, followed a few years later by Titchener, and he stopped publishing. By 1930, the University of Pennsylvania presented him with a volume called Clinical Psychology: Studies in Honor of Lightner Witmer. On July 19, 1956, at age 89, Witmer died at the hospital in Bryn Mawr from heart failure. Legacy Witmer gained little recognition outside of clinical psychology and is little talked about. Several factors are claimed to have contributed to this perception. One had to do with Witmer's personality. Within his field he was vicious, argumentative and blunt, regardless of his opponent. Witmer's targets included the American Psychological Association, mon-experimentalists, psychology as a discipline, and his colleagues. A second factor was that many of his theories were not empirically testable. Although Witmer was a major advocate for scientific procedures, he often presented his theories as facts, rather than hypotheses. He then often failed to provide methods for testing his theories. Many of his principles, methods and ideas are basically congruent with later developments in his field, but were far from the mainstream when he offered them. At his official address in 1897, his ideas for clinical psychology produced only a few raised eyebrows. Witmer was highly critical of many popular trends in psychology and society during his career. For example, he directly opposed popular education methods of his time, which focused on mass instruction. Witmer argued that education required personalization and a focus on students as individuals. He was highly critical of intelligence tests, which he claimed measured efficiency, rather than intelligence. He saw intelligence as having both hereditary and environmental components. Works The Association Value of Three-Place Consonant Syllables. Journal of Genetic Psychology 47 (1935): 337-360. Are We Educating the Rising Generation?” Education Review. 37 (1909): 456-467. Children with mental Defects Distinguished from Mentally Defective Children.” Psychological Clinic. 7 (1913): 173-181. Clinical Psychology.” Psychological Clinic. 1 (1907): 1-9. Courses in Psychology for Normal Schools. Education Review 13 (1897): 45-57, 146-162. The Exceptional Child and the Training of Teachers for Exceptional Children.