In the first group we find a number of morbid changes far less severe in character than those comprising groups (_b_) and (_c_); these are commonly curable, provided only treatment is begun in early childhood. It is absolutely essential that such cases should be cured if possible: for unless this is effected, in most cases (and especially when they belong to the poorer classes of society) the males become habitual vagrants, whilst the females adopt a life of prostitution. Numerous inquiries have established the fact that a strikingly large proportion of tramps and other vagabonds were from childhood upwards of a psychopathic constitution. The number of those exhibiting mental abnormality has notably increased in recent times, but this increase does not affect those suffering from true insanity. Many of those who in adult life exhibit symptoms of mental abnormality do so as a result of the psychopathic constitution, and in many such cases the troubles of adult life might have been prevented by judicious measures during childhood. In cases belonging to group (_b_), comprising persons suffering from congenital feeble-mindedness, the possibility of education depends entirely upon the degree of mental debility. In cases belonging to group (_c_) education is impossible. The question of ineducability is of importance, above all, in relation to the possibilities of a coercive reformatory education. The possibility that attempts at education may prove altogether fruitless must never be lost sight of; for although it is an established fact that mentally abnormal children usually need a coercive reformatory education, in the case of children whose mental abnormality exceeds certain limits, even such an education is impracticable. In these cases also the rule applies, that the prospects of success are greater the earlier the matter is taken in hand. _The Aim of Education._--What is the aim of education? Should we seek to educate the child for society; or should it be our primary aim to cultivate the inborn capacities of the child? The value of the individual depends upon two factors, upon the capacities and qualities he has inherited, and upon the capacities and qualities he has acquired. Education must not attend exclusively to one group or to the other, but must deal with both groups harmoniously. The child must be taught to adapt itself to all possible circumstances and conditions; at the same time it must receive an education suited to its own capacities and endowments. In the character of every child there exist the germs of individuality. Whether it is normal or abnormal, whether it is a foundling or not, whether it is educated by its parents or at school, in the family or at an institution, it must be educated in accordance with the needs of its own individuality. The educationalist’s device should be--individualisation.