On the other hand, if the child be greatly accelerated in grade status, so that he is able to function intellectually with real interest, he will be misplaced in other important respects. A child of eight years graded with twelve-year-olds is out of his depth socially and physically, though able to do intellectual work as well as they can. These problems come out clearly when we consider that the seats and desks planned for twelve-year-olds will not fit him; that he will always be the last one chosen in athletic contests; that no one will know how to treat him at class parties; that the teacher will be prone to complain of his manual work, such as handwriting; and that he will be emotionally immature in comparison with older classmates. When he jumps up and down, clapping his hands and shouting, "Goody! goody!" at an announcement from the teacher, the older children will laugh at him, and later may hang paper tails and other tokens of ignominy upon him; whereas his childish glee would have constituted no violation of taste among eight-year-olds. A thousand concrete instances might be described to show what these problems of adjustment are. Experimental education is trying to solve them. At present, the special class is being tried in populous centers, wherein a whole group of the young gifted can be brought together (as has long been done for the dull and slow). In less populous communities, a moderate degree of acceleration, combined with enrichment of the curriculum for the individual, is being tried. We do not yet know how the problem of adjustment to school work can best be solved. Indeed, we have just learned how to define this problem. THE PROBLEM OF ADJUSTMENT TO CLASSMATES Typically, where there is no scientific recognition of the presence of the gifted, these children, by the time they are eight or nine years old, are more or less accelerated in scholastic status and appear as the youngest in the class. Such a child is thus youngest in the fourth or fifth grade, in a heterogeneous group in which the oldest are retardates, thirteen or fourteen years old. Now, in the case of boys especially, it may happen that these dull adolescents lie in wait to bully and tease the young gifted boy, whose "book-learning" they detest and whose immaturity suggests the term "baby." The present writer knows of instances in which these young children have valiantly suffered at the hands of dull, bullying classmates, protecting themselves as best they might by agility and wit, since, of course, they could not possibly compete in size and strength. The gross indignities and tortures thus suffered are directly a penalty of being gifted; for little boys of like age, in the grade proper to their age, do not come into classroom contact with these over-age bullies to anything like the same extent, and hence do not become targets for the latter.