The census made by the Bureau of Health of Philadelphia through the principals of schools in 1909 covered 157,752 elementary school children of whom 1.9% above the 0.28% who could “properly be in custodial institutions 'were classed' as backward children who require special instruction by special methods in small special classes” (_168_). A survey of the school population in the Locust Point District of Baltimore was made by Dr. C. Macfie Campbell.[8] The district surveyed was, however, not considered typical of Baltimore, but was a sample of an industrial district in which the majority of families are “close to the poverty line, and too often below it.” Out of a school population of 1,281 children, 166 (13%) were “found to have special requirements on account of their mental constitution.” Among these, 22 (1.7%) “showed a pronounced mental defect, which eliminated any prospects of their becoming self-supporting.” The city of Mannheim (_147_), which perhaps cares for its exceptional children better than any other in the world, was in 1911-1912 caring for 0.7% of the children in its _Volkschule_ in _Hilfsklassen_ which do not take them beyond the fourth grade. There were 12% more who were backward in school and being taught in _Forderklassen_ where they may reach the sixth grade. Including the exceptionally bright who were also in special classes, 18% all together of its school children were not in the regular _Hauptklassen_ of the eight grades. To these would be added those sent to special institutions. When we estimate, therefore, that we are justified at present in sending 1% of the children in school to special classes because their intellectual deficiency is such that the bulk of them cannot get along without social assistance, we are naming about the proportion already thus cared for in several foreign cities.