Material, such as Koch and others offer, must first be elaborated into a pedagogic psychopathology—or better still into a pedagogic pathopsychology—before pedagogy, as a whole, can assume in this direction the proper form. Though we consider, now, this preparatory work as indispensable, we can, nevertheless, not think of denying the value of works which, without any profession of far-reaching psychological analysis, put in effective and available form for pedagogy the diseased phenomena of the mental life of children. The first German work of this kind, so far as we know, is from the pen of a Leipsic teacher, GUSTAV SIEGERT, and bears the title _Problematische Kindesnaturen_.[48] This little work is now followed by a more comprehensive treatise, published by a Bremen alienist, Dr. SCHOLZ, already known to the readers of _The Monist_ (II, 104), and bearing the title _Die Characterfehler des Kindes, eine Erziehungslehre für Schule und Haus_.[49] Such books are valuable not only for the observations they offer and the isolated explanations and pedagogic advice they present, but also for the suggestions which the attentive and psychologically cultivated reader can always receive from them. Like Siegert, Scholz principally shows us isolated child-types wherein diseased qualities play a more or less pronounced rôle. But while the former’s presentation is somewhat journalistic in style, that of the latter is more didactic; although this tendency is not an absolutely rigid one, as the author counts mothers as readers of his book. But if the form of presentation leads one to infer greater profundity in Scholz than in Siegert, this is in still higher degree the case with the arrangement of the material. While Siegert strings his child-pictures loosely together, Scholz arranges them according to real psychological points of view, so that (remarkable to say) the faults of children are discussed, first, in the province of feeling and sentiment, then in that of representation, and finally in that of volition and action. The introductory and concluding chapters show, also, that Scholz attempts to enter more profoundly into the subject than Siegert proposes, and we cherish the hope that, now that this popular work has appeared, Scholz will very soon present us with a strictly scientific book, in which he shall have occasion to deal with some particular points, such as, for instance, falsehood and unchastity, more comprehensively than was perhaps possible in a book intended for his present circle of readers. With respect, now, to all systematic presentations of pedagogy, psychopathology can, as we have before indicated, never attain in them its proper position, until the above-mentioned preparatory work has been completed. But this fact should not preclude one’s calling especial attention to the importance of this province, at least in some incidental manner.