One of the first attempts to provide education for neglected children was made in Germany in 1695 in a school founded by August Hermann Francke. A century later a like effort was made in England, when "ragged" schools, supported by voluntary contributions of private organizations, were founded. These earlier schools were conducted by persons who had an intimate knowledge of the home life of the children and were prepared to adapt or supplement the classroom work so that their educational efforts would meet the needs of neglected children. English educators recognized the necessity of continuing this personal care after the education of children of all classes was provided at public expense. Children's care committees composed of public-spirited men and women were organized for cooperation with school officials in giving personal attention to children whose wholesome development was endangered by the ignorance, neglect, or destitution of their parents or guardians. Similar activities were undertaken by residents of social settlements in the United States. These volunteer workers have shown the need of such supplementary care and have developed methods and standards of work. Like other pioneer efforts of private associations for furthering the ideals of the schools, the work is now winning the support which promises to result in its general adoption as a part of the public-school system. The present investigation was undertaken for the purpose of discovering the extent of this tendency and for the gathering of information, which would show the functions and methods of work of this new school official. "Visiting Teacher and Home School Bibliography" is included in this bulletin. (Contains 58 footnotes.) [Best copy available has been provided.]