From the small beginnings of the experimental class in Henry Street a separate department in the public schools was created in 1908, and this year (1915) there are 3,000 children throughout the city under the care of specially trained teachers who have liberty to adapt the school work to the children’s peculiar needs. All these ungraded classes are under the direction of Miss Farrell. Looking back upon the struggles to win formal recognition of the existence of these children, who now so much engage the attention of educators and scientists, we realize that our colleague’s devotion to them, her power to excite enthusiasm in us, and her understanding of the social implications of their existence, came from a deep-lying principle that every human being, even the least lovely, merits respectful consideration of his rights and his personality. Much is required of the public school teachers, and many of them rise to every demand; but naturally, in so great a number, there are some who do not recognize that theirs is the responsibility for discovering the children who are not normal. Harry sits on our doorsteps almost every day, ready to run errands, and harmless as yet. Obviously defective, a “pronounced moron,” he was promoted from class to class, and when one of his settlement friends called upon the teacher to discuss Harry’s special needs, the teacher, somewhat contemptuous of our anxiety, observed that “all that Harry needed was a whipping.” From one-half of one per cent. to two per cent. of children of school age are, it is estimated, in need of special instruction because of the quality or the imperfect functioning of their mental powers. The public school has the power, and should exercise it, to bring within its walls all the children physically and mentally competent to attend it. If children are under intelligent observation, departures from the normal can in many instances be recognized in time for training and education according to the particular need. Long-continued observation and record of the child are essential to intelligent treatment of abnormalities concerning which there is even now very little accurate information. Cumulative experience and data, such as can be obtained only through the compulsory attendance at school of the multitudes of children of this type, will finally give a basis for scientific and humanitarian action regarding them. [Illustration]