There are many children in attendance in the public schools of the United States who, for one reason or another, cannot work most satisfactorily to themselves or others when classified with the great majority of the children. School authorities have seen for many years that the presence of such children in the regular classes is detrimental to the progress of both the exceptional and non-exceptional. This bulletin has set forth the results of the investigations and suggestions and recommendations to the public-school workers of the country in regard to the educational care these children need. This bulletin contains the following chapters: (1) The discovery of the exceptional child; (2) Proportions of school populations composed of exceptional children; (3) The classification of exceptional children; (4) Methods for determining the extent and degree of retardation in city school systems; (5) Provision for exceptional children in city school systems; (6) Grading and promotion, with special reference to the needs of exceptional children; (7) Descriptions of work done for exceptional children in American school systems; and (8) The selection and training of teachers. A brief bibliography and an index is included. (Contains 5 figures and 2 footnotes.) [Best copy available has been provided.]