It has been made clear that there are certain kinds of information that should be given to the newcomers, with reference, for example, to the change in the legal relationships within the family group, the new responsibilities of the husband and father, and the rights of wife and children to support. Attention has been called to the need of giving instruction regarding sanitary and hygienic practices, with reference to the new money values, and to the new conditions under which articles of household use are to be obtained, to the requirements in food and clothing, particularly for the children, in the new locality as compared with that from which the family comes. And, as has been suggested, above all there is always the question of teaching English. Sometimes the necessary facts can be conveyed briefly and immediately. Sometimes patient individual instruction will be necessary. Sometimes group or class instruction will be the proper device. It is highly important, then, that these various forms of instruction be developed into a technique. Courses of instruction to be given according to these different methods to those for whom a particular method is appropriate must be organized, and a body of teachers developed. The question then arises as to the extent to which this task has been undertaken and the agencies that have undertaken it. As to the first great body of material, it may be said to have been ignored. Only when one is summoned to the Juvenile Court of Domestic Relations, or when one learns of another's being summoned, is the body of family law called to the attention of the group. In English, in cooking, and child care, some agencies have attempted instruction. They are the public school, organizations like the Immigrants' Protective League, the State Immigration Commission, the social settlement, recreation centers of various kinds, the Young Women's Christian Association in its International Institutes. The possibilities in the work of these agencies are numerous. THE PUBLIC SCHOOL The public school touches the foreign-born family at two points: First, in the compulsory education of the children, and second, in the opportunities that it offers to the adult members of the family to learn English, to fit themselves for citizenship, and to adjust their lives to the new community.