It was not till 1893, or more than twenty years after the principle of compulsory elementary education had been established, that Blind and Deaf children were made the special concern of the legislation. It was later still than this that the case of the Defective and Epileptic child engaged the attention of Parliament; but the Elementary Education (Defective and Epileptic Children) Act, 1899, did not go beyond prescribing that it should be the duty of the Local Education Authority to ascertain the existence of such children. It was left to the option of the Local Authorities whether or not the provisions of the Act for their special treatment should be adopted, and a large number of Education Authorities failed to respond. The Mental Deficiency Act, 1913, however, makes it the duty of every Local Education Authority (1) to ascertain the existence of mental defect of such kind or degree as to justify the diagnosis of feeble-mindedness, imbecility, or idiocy; (2) to determine whether a child diagnosed as feeble-minded is or is not capable of benefiting from education in a Special School, and; (3) to notify to the Local Authority under the Act, all defective children over the age of seven (_a_) who are incapable of education in Special Schools; (_b_) who, though educable, are detrimental to other children; (_c_) who require supervision or guardianship under the Mental Deficiency Act, or (_d_) who after leaving a Special School need institutional treatment or guardianship. Under the Elementary Education (Defective and Epileptic) Children Act, 1914, every Local Education Authority is compelled to notify all mentally defective children; and to provide for the education of those who are capable of profiting by instruction, the number of whom (excluding idiots, imbeciles, and the lowest grade of the feeble-minded) is estimated at over 30,000. As a security against "blind-alley" employment, and its consequent dangers, a well-organized movement is now in progress throughout the country by the establishment of Juvenile Employment bureaux and Labour Exchanges, and by the setting-up of Advisory Committees in connection with Education Authorities to secure advice, and guidance, and control during the perilous age of adolescence. The Education Act, 1918, made provision for raising the compulsory age for 'full-time' attendance at a Public Elementary School from 12 to 14, and also for compulsory attendance at continuation schools between the ages of 14 and 18. The Act also contains drastic provisions restricting child labour during such hours as interfere with efficient instruction. The determination that the youth of this country should not only be saved from a criminal career, but should have opportunities, suited to the age, for the development of character, is found in the widely spread organizations of Boy Scouts, Boys' Brigades, and other kindred associations.