I cannot tell whether it is purely a matter of chance that in Uppsala, a university town, I have had to treat difficulties at school in children of average or superior intelligence to a greater extent than in Stockholm where I practised earlier. It is obvious that everywhere the most usual cause of such difficulties is either subnormal intelligence or special difficulties in reading and writing, that can be classed among the aphasic disturbances, most commonly in the form of dyslexia. In Uppsala, however, I have encountered a relatively large number of cases with difficulties of other kinds that are not described, or only mentioned, in current textbooks on child psychiatry.