To be sure, the work of Ziehen is very far from supplying all that the pedagogue needs. We have in this work a vast mass of valuable observations, which will have to be elaborated in a manner that accords with the needs of pedagogy, if this science is to derive any material profit from psychiatry. For the bibliography of this subject we shall refer the reader to a former correspondence of ours (_The Monist_ II, 103), and select at present for examination one province only,—a province which is deserving of especial consideration, inasmuch as the phenomena which occur in it are phenomena which most frequently confront the pedagogist, and are most likely to be overlooked by the untrained eye. We refer to the _psychopathic subsidiary phenomena_ of DR. KOCH, by which expression this author comprises all the psychical irregularities, be they natural or acquired, affecting the life of the human personality, which, though not even in the severest cases amounting to actual mental disorders, yet in the most favorable instances so affect the persons afflicted that they appear as lacking the full possession of mental normality and capacity. The second part of Koch’s work, mentioned in _The Monist_ in the place above cited, has just now appeared. (Ratisbon, 1892, Otto Maier). Having discussed in the first part of his work inherited and chronic psychopathic subsidiary phenomena, the author now proceeds to discuss acquired subsidiary factors, and holds out the prospect of a third part, on the appearance of which we shall have occasion again to discuss the entire work from a different point of view. For the present, only the pedagogic aspect of the question interests us. On many readers, Koch’s book must have made the impression,—to judge from his concluding remarks,—that the author shares Lombroso’s point of view, and to very many pedagogues such a position would be, from the very outset, a bad recommendation, for it would necessarily, in the very nature of the case, involve the pedagogue in great embarrassment, in the same way as it has involved the philosophical jurist. But embarrassment is no reason why we should close our ears to the truth, and if Lombroso should be right in all his teachings, pedagogy would also be obliged to accommodate its doctrines to his. Upon the whole, however, Koch is opposed to him. Thus when he says: “What I commend Lombroso for is that he has observed much, has collected rich materials, and has been the source of great incentives in many directions, and has worked suggestively in many ways; what I reproach him with is that he has confounded the healthy with the diseased, and has brought under one and the same category without sufficient and appropriate tests, psychotic phenomena and phenomena which are psychopathically merely of a subsidiary order; what I reject is his theory of degeneration and his peculiar views of philosophy.”