It should be noted that provision is made for the proper care of the exceptional child in Norway. This is more particularly true of the defective. The child who is dull of comprehension along some lines receives individual assistance from his regular teacher or another who is employed to do the work. Recognition is given to disparity in physiological and mental age of children. Those who are definitely lacking in mentality are segregated into classes in the large schools and into separate schools in the larger cities, where they are provided with abundant, well-selected equipment and expert teachers who exert every effort to improve the conditions and to overcome the handicaps of the unfortunates. Morally delinquent children are placed in children's homes--homes for correction--where they are supervised and taught. Each child is placed under the conditions best suited to his needs--where he will be most profited. All of this work comes under the authority of the school officials, and as a result there is close coordination between the regular and the special schools. Not only do these officials care for the mentally and morally delinquent but they are also authorized and required to take children from environments that are likely to develop evil and lawless traits. Unfit parents may be deprived of the control and authority over their offspring who are taken and placed in private homes of moral influence or in children's homes where they receive proper care and training. Being vested with such authority the school officials are able to do much toward the prevention of delinquency as well as to attend specifically to the individual cases where a lack of moral responsibility is evidenced. Here are wholesome lessons for our American schools. Instead of giving sufficient individual help or providing expert teachers for the less intelligent, we permit them to become repeaters or to drop out altogether; in place of taking the child from an evil environment before he becomes a moral delinquent and placing him under moral surroundings in some good home, we hesitate to interfere with parental rights--as though they were greater than social--and permit him to become a law-breaker; and rather than give to school officials the authority and necessary equipment to care rightfully for the child who has committed some error, we place him in the hands of the law and he is probably sent to a reformatory having neither facility for his proper treatment nor any connection with the schools whatsoever. Closer co-ordination of these educational functions and institutions would prevent much misfortune, cure a vast amount of misery, and accomplish more efficient results. DIRECTING AUTHORITY AND MANAGEMENT OF SCHOOLS