[21] ``Un cas de mythomanie; escroquerie et simulation chez un epileptique.'' L'Encephale, June 1910, p. 677. From a pedagogical point of view Rouma[22] tells of the marvelous stories of a five-year-old boy in the Froebel school at Charleroi. His stories were generally suggested by something told by the teacher or other pupils. He referred their anecdotes to himself or other members of his family and greatly enlarged upon them. He also made elaborate childish drawings and gave long accounts of what they meant. Going into the question of heredity Rouma found this boy's mother very nervous; the father was a good man. She had worked steadily at the machine before his birth. Two of their children died with convulsions; of the two living, one was well behaved, but weakly. Rouma's case had stigmata of degeneracy in ears, palate, and jaw. Tested by the Binet system, he did three out of five of the tests for five years satisfactorily. He was easily fatigued, refused at times to respond, said he had been forbidden to reply, said he would be whipped if he did. In school he was always poor at manual work, wanted to be moving about, to go out of classes on errands, was always calling notice to himself in a good or bad way. He paid very little attention to his lessons, played alone or with younger children, leading them often into mischief. It was found that he got much of his material for stories from his older brother who told him of robbers and accidents. From his good father he got the form of his tales, because the father was wont to tell him stories with a moral. [22] ``Un cas de mythomanie.'' Arch. de Psych. 1908, pp. 259-282. In summary, Rouma stated that this child possessed senses acute beyond the average, and was of very unstable temperament, refusing regular work, not submitting to rules, rebelling at abstractions. There were evidences of degeneracy on the mother's side. Remedies in education for such children are: Suppress food for imagination, such as came from the stories of father and brother. Direct perceptions to accurate work. Systematize education of attention, exercise the senses, use manual work, such as modeling and gardening. Give lessons in observation in the class room and on promenades.