Though recent progress in educational theory and practice has for the most part kept in view the normal child and the development of normal faculties, it is gratifying to note a growing interest in those less fortunate children who, for one reason or another, fall below what might be called the level of school intelligence. That the organism should have its pathology no less than its physiology is the plain requirement of common sense as it is also a scientific necessity. Likewise it is clear that psychology of the normal mind must find its counterpart in the study of mental disease. And now that the advance of knowledge has made possible a more thorough diagnosis and a more successful treatment of those defects which hinder the growth of the mind, it seems reasonable to hope for something like a system of educational therapeutics which will turn toward the school many children who would otherwise go their way to the asylum.