"Thus, on December 25, 1896, he was where he was institutionally classed at the time of his admittance two years and three months ago--viz., lower first grade, from which all who are committed begin the reformatory course of treatment, additionally thereto in the manual-training department. His development now begins. In January, 1897, he lost two marks as a result of school failures, but in February he secured a perfect demeanor record; in March he lost two marks; April and May were perfect months in all respects, and he was graduated from manual training in May, returned to institutional life, and assigned to the exercise squad in the morning and stone masonry in the afternoon. Later his daily assignment was changed, placing him in the molding class of the technological department to complete trade. His development was complete and permanent. He was returned to the manual training as _assistant instructor_ in the molding class, and is now doing well in all departments, having been promoted to the upper first grade in August and ranking as sergeant in 'I' company." This record is only one example of many. When manual-training schools organize their courses on the principle of adapting the exercise to the ability to be developed, we shall have abundance of similar proof. When these facts have been incontestably established, there will be a means of satisfying the complaints of those who are constantly attacking our schools because they develop intellect and ruin character. "What is the use," say they, "of teaching children to read and think if you do not make them honest and truthful? How is it better for the community to educate liars and thieves merely that they may lie and steal successfully in business and politics, where they can not be caught, rather than to leave them in the slums, where the police can get them?" The accusation is bitterly unjust in many ways, but its force can be met by introducing a system of character building based on a careful study of the means of developing truthfulness, honesty, carefulness, persistence, bravery, courage under defeat, and the other qualities that go to make up a true man. The foundation of this system is to be found, I believe, in the _principle of character-building by motor activity_. The ladder of cross-education will be slowly climbed by psychological investigators; if they find at the top a principle of such value and wide application, surely the climb will have been worth the time and trouble. THE MORBID "SENSE OF INJURY." BY W. F. BECKER, M. D.