This difficulty in assuming a normal place among more mature schoolmates arises especially in adolescence, when association with members of the opposite sex makes its introduction. Being in high school or in college with much older classmates, the boy of thirteen to sixteen finds himself at a disadvantage with the girls whom he meets. The girls brought to parties by the older boys are "too old" for him, and he feels unable to claim their attention. Many of these young boys show sufficient insight and sufficient management of their disadvantage to take care of it. They know that the trouble lies in being "too young," and that later they will achieve standing with the girls. In a few cases, however, this difficulty may lead to an unfortunate avoidance of girls, even in more mature years. In the case of girls, adjustment to the society of older boys in high school and college seems to present no special difficulties, since girls develop earlier than boys do, and are taken seriously by boys who are older than themselves. The "inferiority complexes" of gifted persons have been little studied, but it is certain that many such persons do feel socially inferior and shy. Some of this may be due to the physical comparisons just suggested, arising from prolonged association with older persons. PROBLEMS OF ADJUSTMENT TO OCCUPATION Where the gifted child drifts in the school unrecognized, working chronically far below his capacity (even though young for his grade), he receives daily practice in habits of idleness and daydreaming. His abilities never receive the stimulus of genuine challenge, and the situation tends to form in him the expectation of an effortless existence. Children with IQ's up to 150 get along in the ordinary course of school life quite well, achieving excellent marks without serious effort. But children above this mental status become almost intolerably bored with school work if kept in lockstep with unselected pupils of their own age. Children who rise above 170 IQ are liable to regard school with indifference or with positive dislike, for they find nothing in the work to absorb their interest. This condition of affairs, coupled with the supervision of unseeing and unsympathetic teachers, has sometimes led even to truancy on the part of gifted children. On the other hand, if a very gifted child is placed in the regular grades as far ahead of his age as his learning capacity warrants, the evils of social dislocation may result, as previously described. Experimental education is at present trying to solve the problem of how to secure right habits of work for the highly intelligent child, and some progress has been made in recent years.