The next task, and women assumed that eagerly, was that of seeking out the little patients, and the Visiting Guild for Crippled Children of the Ethical Culture School was started in 1892 to insure continuance of instruction when the children were discharged from the hospital. Several societies developed then to care for crippled children, to feed them, supply them with orthopedic apparatus, and to carry them to and from schools. In 1906, “the Board of Education joined forces with two private guilds. The school equipment and teachers were supplied by the Board of Education; the building, transportation, nourishment and general physical care were looked after by the guilds. This attempt proved successful, and a further advance was made a year later, in 1907, when classes for crippled children were added to the regular public schools whenever rooms were available. At present there are twenty-three classes for crippled children in the public school system of the city of New York.” Provision was made for crippled children in the Chicago public schools in 1899, and in the schools of Philadelphia in 1903. Blanche Van LeLuvan Browne, a crippled woman, told recently in the _World’s Work_ how she began seven years ago with six dollars in her pocket and finally built up a hospital school for cripples in Detroit. Mental defects were as apparent to teachers as physical defects and here and there sporadic attempts were made to classify and adapt instruction to individual needs. The rigidity of the school system, however, the large classes and need of economy led to no large effort on the part of school authorities to deal with mental defectives until some way was demonstrated to be practical. SPECIAL SCHOOLS In New York City mentally defective children were first given special attention in the public schools in 1900 when a class was formed in old Public School No. 1 under the Brooklyn Bridge, in charge of Elizabeth Farrell, who, backed by Josephine Shaw Lowell, had long and earnestly stressed the needs of these children and the way in which they held back their companions. So helpful did the work done by Miss Farrell prove to be that At the present time there are 144 classes caring for about 2,300 children, with a constant increase in the number of applicants from the grades.... In March, 1912, the State Charities Aid Association, through its special committee on provision for the feeble-minded, presented to the Committee on Elementary Schools of the Board of Education the following resolutions: