1. That the definition of the grades of mental deficiency should not vary from one doctor to another, but that one should know what is meant by the word _idiot_, the word _imbecile_, and the word _feeble-minded_. A purely conventional but precise definition would be infinitely better than the present want of any; and we refer to the convention which we have suggested above. 2. That upon entrance and leaving, the mental condition and the state of instruction of the pupils should be precisely noted, so that by comparison of such notes, rather than by arbitrary estimates, one should be able to determine in what way the pupils have changed during their stay in school. 3. That on leaving the institution, the children, whether they return to ordinary life or are transferred to asylums for the insane, should be followed up, and that particulars regarding their condition should be transmitted to, and centralised in, the office of the school, so that the masters may be able to judge the ulterior destiny of these children whom they have surrounded with so much solicitude during a period which often amounts to twelve or even fifteen years. By such organisation one would at last know exactly, or at any rate approximately, what are the services rendered by such an institution. One would compare these services with the expenses, and one would see whether the receipts were sufficient to justify the expenditure, or whether, on the contrary, the money had been foolishly squandered, as we have reason to fear may be the case. We would also see upon what children educational effort should be directed, in order to obtain the maximum return. It would be possible to find out, for example, whether it is worth while continuing for five years, eight years, or more, to give lessons in reading to a child who, after two years, is still unable to spell. We will also consider very seriously whether a child who is unfortunately subject to repeated attacks of epilepsy, which no medical treatment has improved, and who is destined to descend progressively and inevitably through all stages of mental decadence, should be kept in his place in a class; and whether the teachers would not be doing better to leave the child at peace than to teach him laboriously the rules of arithmetic and grammar, which will certainly be forgotten soon afterwards in the cloud which will obscure the intelligence.