_Cooeperation_ removes the cause of distress; _doing_ may aggravate it. Teachers would do well to draw up for themselves a chart which will show exactly what part of the community's work can be best done by their school. On the following page is charted the social work now being conducted at the Massachusetts General Hospital, Boston. So far as agencies exist to deal with any individual or family problem coming into the social-work square, the hospital aims to utilize that agency. Its own direct dealing with neurasthenics, with hygiene education, with sexual deviates, is primarily for the purpose of giving adequate treatment to the needy, and secondarily to demonstrate how adequate treatment should be organized for the community. Please to note that governmental agencies are not mentioned in Dr. Cabot's chart. This does not mean that he would not emphasize the importance of those agencies, but that up to the present time, for the particular cases dealt with in his clinics, governmental agencies can be reached most effectively through the private charitable agencies in the reference square. So the teacher will frequently find that the relief bureau, children's society, public education association, or church can get better results for her pupils from public health and correctional agencies than can she by writing directly. [Illustration: CHART OF SOCIAL WORK, MASSACHUSETTS GENERAL HOSPITAL] +-----------------------------------+ | _Work for the Tuberculous_ | | | | 1. Tuberculosis classes | | 2. Reference to other agencies | | 3. Examination of children | | 4. Stimulation of suburbs | +-----------------------------------+ | | | +--------------------------------+ | +--------------------------------+ | _Psychiatric Work_ | | | _Work for Hygienic Conditions_ | | | | | | | 1. For neurasthenics and | | | 1. Individual instruction | | hysterics | | | 2. Convalescent homes | | 2. For defectives | | | 3. Industrial hygiene | | 3. For stammerers | | | 4. Home hygiene | | 4. For epileptics | | | | +--------------------------------+ | +--------------------------------+ \ | / \ | / \ | / \ | / \ | / \ | /