It is clear that if we wish to reduce the number of mentally defective and socially inadequate individuals we must not only consider measures for preventing as far as possible the transmission of hereditary defect, but must also provide for the youth of the country an environment and training calculated to encourage the development of its best powers. There is no doubt that unfavourable home conditions and unsuitable educational methods conspire to keep many children from realizing their full capabilities. This is especially true of the backward and feeble-minded. It is, moreover, wasteful and ineffective to force on children of poor mental receptivity and potentialities an educational curriculum devised for those of normal mentality, since the subnormal impede the general progress in an ordinary class, and in it they soon form a discouraged minority which learns to accept failure unquestioningly. Untrained to perform the simple work which is within their power and in the achievement of which they might earn self-respect and happiness, they feel themselves to be aliens, and may cease to regard the laws of society in which they have no sense of membership. In such cases the community which might have benefited from their work had their potentialities been properly developed is burdened by their maintenance, and, further, if they are not law-abiding, has also the expense of segregating them in reformatories and gaols. Hence it is clearly the duty of the State to adapt the educational curriculum to the requirements of various groups of children. The child who has been handicapped by illness and lack of opportunity, the child who is inherently dull and backward, must be distinguished from the child with nervous instability or definite mental defect. Wherever possible, the training suitable for various improvable types of children should be arranged in connection with the ordinary public schools. But the curriculum must be modified to suit the need of the individual and should be directed with the object of making him a useful member of society. By this means these pupils are not deprived of that association with their normal fellows which is of such value as a preparation for their after-life in the community. For children whose homes are unsuitable or too remote from centres, who require more continuous supervision, or who tend to become delinquent, special residential schools will be necessary. These schools would also be used for those whose capabilities cannot be assessed without extended expert observation for a considerable period.