There are four groups of handicapped children for whom residential schools are generally considered indispensable. These are the blind, the deaf, the mentally deficient, and the socially maladjusted or juvenile delinquents. While each of these groups presents conditions and problems quite distinct from those of the other three, they are all marked by the common need of specialized guidance and adjusted educational procedures arising from a serious physical, mental, or emotional disability. To supply such a need is the function of the residential school. Two other types of handicapped children are found in a type of residential institution which has the double function of providing both hospitalization and education. These are (1) crippled children who are in need of hospital care; and (2) epileptics, for whom continued treatment is important. Every child sent to a residential school is there because the community is unable to meet his educational needs or has failed to make adequate adjustment for him. It is the aim of the residential school to send the child back to the community, when he has concluded his term of study there, equipped to maintain his self-respect and the respect of others through an achievement commensurate with his ability. A knowledge of the means that residential schools employ the successes which they achieve, and even the failures that they admit should be of inestimable value of all educators. The unity and effectiveness of the total State educational program cannot but be furthered by a mutual acquaintanceship on the part of residential and day school workers. It is to promote such acquaintanceship that this bulletin has been prepared. It presents in a general way the educational programs of residential schools for various types of handicapped children. Chapter II tells of a conference called by the Office of Education in 1938 to consider some of the educational problems encountered by these schools. Each succeeding chapter gives a descriptive and pictorial presentation of educational activities carried on in a particular type of school. It is hoped that the material will be illuminating to day-school workers who have little opportunity to visit residential schools in their States, as well as those engaged in residential work who would like to know something of the educational problems and practices in types of institutions other than their own. Individual chapters contain footnotes. [Best copy available has been provided.]