ill-balanced who profit most by special education; it is for them that one would have most hope. Our advice is that, in order to control these children, account should be taken, in the first place, of their dominant tendency. The study of the answers to the questionnaires shows us that the chief thing to which one can appeal in these cases is their amour-propre, their pride, their vanity--in a word, the whole range of the egoistic sentiments. On natures of this stamp punishment cannot have much effect, seeing that it is opposed by an often indomitable pride. The end may be reached more directly, not by breaking the resistance, but by giving it a different direction. It is better to praise the ill-balanced when he has done well than to punish him for his faults. It is desirable also to show him some appreciation, or even to trust him with some duty of a very modest kind, which he may perform under discreet supervision. =Mental Aptitudes of the Defective.=--Having briefly sketched the moral aptitudes of the abnormal, let us now examine their mental aptitudes. We have here a very captivating subject of inquiry. The study of individual aptitudes ought to have been undertaken long ago in the interest of education. Everyone is crying out for it. No one, or almost no one, undertakes it. In the case of the abnormal there is even more urgent need that it should be undertaken, for the younger or less intelligent the pupils, the more depends upon educational methods. When a mind is of a superior kind, very little really depends upon the culture supplied to it. If a Berthelot or a Pasteur should even have had imbeciles as their first masters in chemistry, they would none the less have turned out men of genius. It is those of average intelligence who have need of good methods of instruction. It is the young children who really require intelligent methods. Consequently we should give the defectives the best teachers. Every fault of method committed in their education may have consequences which will prejudice them later on.