In examinations after death of the brains of those who have died while insane, we find certain morbid changes in the cells and connective tissues in many cases, and a few years since we were indulging large expectations that we had at length arrived on solid ground, and thenceforth could proceed to more perfect knowledge and definite results. But, so far, there has very little of positive value, in determining the "_fons et origo_" of insanity, been brought to light through pathological researches. The changes in brain tissue found after death in the insane are degenerations in various stages of progress, and in no essential respect differ from those which may be found in some cases after death from injury and disease, where no insanity has existed. Indeed, if we ever should be able to definitely determine the connections between morbid changes in the brain and the various modifications of thought and action among the insane, while we should be in a position to frame more perfect classifications of the insaniæ, yet it is not easy to perceive how we should be much the gainers in our appreciation of the ultimate causes of insanity, or in its treatment. Notwithstanding all these and other difficulties, however, we may hope for progress in the future in our ability to appreciate at least some of the causes of insanity more fully and be able to avoid them. A few sentences in the form of a recapitulation will serve to recall some of the more important points embraced in our discussion, and indicate through what channels we may anticipate successful effort in the prevention of insanity. I.--_In Improved Methods of Education._ 1. A larger appreciation of the importance of _individuality_ in giving instruction. The teacher will have a fewer number of pupils, and find it necessary to study the peculiarities and tendencies, both physical and mental, of each one. Instead of having all together pass through a regular routine of education, with little or no reference to mental constitution, the system will be, in some measure, adapted to the present, and what may appear to be the future, requirements of each scholar. 2. There will be less importance given to education of the brain by means of books only, for all children, and a larger importance to _industrial education_. Inasmuch as the large majority of the members of society must obtain the requirements of living by industrial operations, society will appreciate more fully the importance, not only to itself, but especially to the individual, of so educating each person, that he may be self-supporting, and consequently less liable to become a diseased and dependent member of it.