I's discontent with aimless activity in the first two school grades was solved by placing her in the special experimental class for rapid learners. Her excellent progress and adaptation here constitute a clear demonstration of the advantages of early identification and intelligent educational placement. _Child J_. This child's ability was recognized by her teachers from the beginning. She was accorded very rapid advancement, which was probably the only solution available under the circumstances. The parents, themselves educators, also contributed intelligent care and guidance in her development. This favorable conjunction led to her prompt admission to an experimental group for children of her quality as soon as the regular teachers realized their inability to provide further stimulation for her. The definite service provided in this case by the Bureau of Educational Guidance is also an instructive part of the picture. _Child K_. This boy's history is meagerly recorded. His picture is the usual one of early reading and native interest in learning. By his seventh year he had been appreciated by relatives who sought expert advice and guidance in his education. Such advice was then sought from time to time by his parents, and the brief record shows no untoward developments in his subsequent education up to the end of high school. _Child L_. Achievement was so conspicuous in this case that as soon as L entered school he was given rapid promotion. His recommendation to the special class for rapid learners was due to the joint action of his parents and the school principal. Once in this group, L's educational problems vanished. Expert guidance also attended his entrance to high school. As a result of these circumstances his further career appears to be propitiously launched. The observations that seem most obviously to emerge from these brief summaries of educational history are as follows: 1. Such children as are here presented constitute difficult educational problems from their entrance in school. The problems are not only those of the teachers and educational authorities, but they are chiefly, perhaps, the problems of the children themselves. 2. Depending on the solution of these problems, such children may either be well articulated to the work of school and society and thus their remarkable talents be socially capitalized, or they may, on the other hand, develop distaste for such activities, negativism toward social projects, and personal obstinacy and recalcitrance, perhaps accompanied by bitterness.