It is impossible to measure the good that would result if this service were widened to include the other classes for backward children I have mentioned, particularly the working paper classes. At the Board of Health the other day a pretty Italian girl of fifteen was examined for her working paper. Her writing of the simplest English sentence was so poor that her paper was refused, and she was told she must stay in school until she was sixteen. The girl and her father came in despair to appeal to the head of the department. It was not a case of poverty; the father had work, and so had older brothers and sisters. On the girl’s side it was discontent and restlessness—“I do not want to go to school any more; they scold me all the time.” She had been in a special working paper class and had undoubtedly been dull and unambitious. The father had a more serious story. His English was halting, they talked only Italian at home, he told me, which accounted somewhat for the girl’s curious mistakes. But the mother was dead, the older sister working, and there was no one at home to look after the girl in her hours after school. The father’s distressed face showed clearly his perplexity as to the chaperonage of his daughter according to the Italian ideas. It was not safe or proper that she should be at home alone or wandering about the streets; she was better off at work. Whether the father’s statement was true or not, without much question the girl will never go regularly to school again, if she goes at all—in spite of attendance officers and all—and for another year she cannot go legally to work. It is not hard to guess the sequel, and the remedy is equally easy to see. How long will it take us to learn that when we take something from young people which they must not have, we must at the same moment supply its place with something desirable but safe. Social service directly connected with the school would solve the future of the pretty little Italian and of many others in the same evil case. They want not only the careful schooling that will correct the lack which prevents them from going to work, but, more than that, the home visiting which shall explain the need for this further training and arouse interest in the connection between school and work. The best example of volunteer social service in connection with the public schools is that which for several years has been carried on by various outside agencies interested in linking more closely the school and the home, but always limited to work with the regular grades.