Occasionally it is found that at neither the door of the home nor at that of the school can the whole blame for the child’s failure to live up to his best moments be laid. There are times when he is under the kindly influence, if such it be, of neither one nor the other. It is at such times that his energies should be given a chance at wholesome expression, so that they may not be tempted to seek the baser kinds, in which the streets of a large city abound. It is interesting to note how a beneficient “wider view” reacts upon the school and home environment, making of what was once a listless, joyless, or obstinate, untractable, child one that gives out in “measure brimful and overflowing” the happiness that was but his birthright. The question that naturally suggests itself is What is the result of the action taken? What outcome can be expected from having secured active co-operation in 568 homes; from having changed the class of 92 children, the school of 56, and made other school adjustments for 125; from having called into play 288 outside agencies in the shape of clubs, classes, and excursions and 604 agencies such as hospitals, relief societies, day nurseries, scholarship funds, reformatories, settlements, public libraries, etc., and from having sent 208 children to the country on extended visits? A statistical reply is not always feasible. Certain stages in the child’s school career are marked: certain data about it definite enough; but whether in the final summing up these shall be given precedence over the subtler, more elusive changes that have come about, that is the real question. Just as in the matter of method employed, so in the matter of result achieved, it must be remembered that the numerical reckoning does not tell the whole story. To the casual observer it might appear that the test to be applied to the visiting teacher’s work is embraced in the single word “promotion.” The greater the number of promotions, therefore, the greater her measure of success. In a measure this is true and the work stands it. But this is not all. Our object is to find for each child his suitable niche, and if to achieve this means a de-motion instead of a promotion, it must not on that account be reckoned as a failure. To the child it may mean a new birth. In his changed surroundings he may gain self-confidence and no longer be a laggard and a drag upon his class. To his teacher and his classmates little by little he will present a different front. The magic door has been opened. Into what lies beyond he can enter and with the rest can follow, and because of this there springs up between him and them a new relation, one that satisfies his human craving for friendship and sympathy. In which column, the debit or the credit, of our yearly ledger, are such items to be placed? With final judgments tempered by such considerations, the following possibilities may be offered: Promoted, including graduates, 568. Left back, 237. Graduated, 39.