sort of community forming the background of the family and the child and could supply the elements lacking in the home, at least to the degree of preventing in a large measure delinquency and crime, if it exercised all the influence it could conceivably exercise, and that it could, more than any other agency, socialize the family. From this standpoint the appearance of the visiting teacher in the school has the greatest importance. The first visiting teachers began work in the year 1906–1907 in New York, Boston and Hartford, Connecticut. In these cities, and later in other places, as has frequently happened in other educational experiments, the impulse came from outside the school system. Private organizations—in Boston, settlements and civic organizations; in New York, settlements and the Public Education Association; in Hartford, the director of the Psychological Laboratory—saw the need of providing a specially equipped worker to help the schools, and developed and privately maintained the work until the school board became convinced of its value and incorporated it as part of the school system. In other cities, like Rochester and Mt. Vernon, New York, and Cleveland, Ohio, the work was introduced directly by the board of education. At present in all but four cities the work is part of the city public school system. The movement has grown until at present the work has been extended to twenty-nine cities in fifteen states. In some of these “school visitor” or a similar term is used instead of visiting teacher.... “Through individuals to the group” is the approach of the visiting teacher, and as the result of her knowledge, derived from case work, new types of classes have been organized, school clubs, or other means to make the school fit the newly discovered need. Study rooms have been opened, school recreation centers organized; parents’ clubs, courses in domestic training, special trade courses, school lunches and other extensions have been started as a result of the visiting teacher’s view of the neighborhood. In this way her work becomes of value to the school as a whole. She acts as a scout bringing back a more definite knowledge of the lacks in the neighborhood, educational, social and moral, and of newer demands on the school that have arisen because of changing social and industrial conditions. This relation accords with the ideas of modern educators who believe that the connection between the school and the community life cannot be too closely integrated.