_Eugenie_, by tossing her head. She mimics her teacher, and makes the others laugh, so that they have to hide their faces. _Octavia_ replies, "What do I care!" She bursts out laughing and continues to do what she has been forbidden. _Leontine_ quibbles, answers back, and expresses aloud her bad humour. _Raoul_ flies into a passion when he is reprimanded. He poses as a martyr, a victim of injustice, and sometimes even utters threats. Punishment makes him give vent to intemperate language. _Victor_ assumes an attitude of revolt, turns pale, and refuses to obey when anyone checks him. _Lucy_ broke her pen in a fit of temper. _Helen_ in the same circumstances upsets everything in her neighbourhood. _Louise_ strikes her elbows on the desk, and one day she even kicked her teacher. _Leon_ is quarrelsome and his companions are afraid of him. _George_ does nothing but tease his companions. He destroys their copybooks, tears pages from their books, and puts the blame on them. _Charles_, who is rendered obstinate by strictness and merely irritated by punishment, seems happy when one takes an interest in him. _Eugenie_, who is greatly excited by punishment and who smiles at rewards, loves to be flattered and picked out to do some little service. The three following traits are constantly met with in the descriptions of the ill-balanced: they are turbulent, boastful, and incapable of attention. To this may be reduced the psychology of the less strongly marked cases. They have an instability of body, of speech, of attention, which may result either from an excessively nervous disposition, or simply from a nature whose restlessness rebels against sedentary and silent study. But in many cases other features are present. In addition to the preceding symptoms, there are found impatience of discipline and a tendency to annoy their comrades. The ill-balanced are spoken of as brutal, deceitful, cruel; and as to their obstinacy, the abundant details in the questionnaires show that these children have left a disagreeable impression on the school staff. It is especially on their account that an outcry for special schools has arisen. The way in which these children react to discipline is very interesting. We are told that they are very little influenced by rewards, which they often receive with disdain, laughter, or irony, if they do not refuse them altogether. Punishments, on the other hand, produce a bad effect. The ill-balanced nearly always become angry, and rebel against punishment, so that the teachers strive to avoid coming into conflict with them. Here we have a trait which is very interesting for psychology, but very embarrassing for pedagogy. How, then, can the ill-balanced be subjected to any discipline whatever? This is an important question, which it will be all the more necessary to solve because it is the