Between the home and the school the visiting teacher vibrates, carrying to the former the school’s picture of the child and returning to the school to reinforce that impression or to shed new light upon the problem. There is no fixed number of times that she is expected to travel this path, as there is no fixed hour of the day for her visits. The urgency and complexity of a situation alone determine her movements. Nor is there any regular routine of action that she follows. Whatever in her judgment seems imperative, she endeavors to effect, using to this end everything the ingenuity of man has devised to make smooth the rough places of life. It is a focussing of interests that she demands. The child is the pivotal point on which she hopes to bring all her knowledge and experience to bear. Sometimes it is the expert teacher’s training that she invokes; sometimes the psychologist or the physician, general or special, that she consults; or again it is the social worker to whom she appeals. Before these she lays the facts, the reasons why her services have been sought and from them she asks co-operation. To the adult, she is the visiting teacher; to the child, she is simply the “lady cop.” The results achieved do not always show a complete cure. In some cases there has been a marked improvement in scholarship, conduct or attendance,—at least a good start in the right direction has been made. In other cases the child has been transferred to a different class, regular, special or ungraded, or to a trade school, where his chances at succeeding in making a place for himself are increased. Again, the information the visiting teacher shares with the regular teacher has resulted in a change of attitude toward the child, in an expansion or contraction of the course of study, or in her giving the child extra instruction in study periods or out of school hours. Finally, he has been helped to promotion, even to graduation.