One young gifted boy thus bullied said, "I rigged up a sling and was going to hit him [[the bully]] with a marble, but got afraid I might shoot his eye out." This simple statement tells volumes. It would seem that the school should somehow take effective cognizance of this problem of the bully, which is created for the gifted child directly as a result of the contacts forced upon both of them by the school. Segregation of pupils on the basis of mentality would go far to obviate such problems, but except in cities, homogeneous grouping is difficult. At present, compulsory education, with heterogeneous classes, forced upon gifted children situations that would be analogous to those arising if teachers and superintendents were compelled to consort daily, unprotected, with giant thugs and gangsters. Gifted adults are free to segregate themselves from thugs and gangsters, and also to make explicit provision for police protection, but the American school forces the dull bully upon the gifted child, in daily contacts, out of which lasting problems of mental hygiene may arise. THE PROBLEM OF PLAY Reports by gifted children themselves show that they are, as a group, much interested in play, and that they have more "play knowledge" than has the average child. When their reports are compared item by item with reports similarly rendered by unselected children, it appears that the gifted know more games of intellectual skill, such as bridge and chess; that they care less, age for age, for play which involves predominantly simple sensori-motor activity which is aimless; and that gifted girls are far less interested in traditional girls' play, as with dolls and tea sets, than unselected girls are. The gifted enjoy more complicated and more highly competitive games than the generality do, age for age. Outdoor sports hold a high place with the gifted, being almost as popular among them as is reading. But although they love play, and have much play knowledge, the play of the highly intelligent works out in practice as a somewhat difficult compromise among their various powers. They follow their intellectual interests as far as they can, but these are checked in many ways by age, by degree of physical immaturity, and by tradition. An eight-year-old of 160 IQ may, for example, be deeply interested in tennis, but he is likely to be more or less kept from playing because his physical development is not yet equal to the demands of the game. He may love to play bridge, but others of his age who are available as playmates do not, of course, know how to play bridge, and he is not allowed to sit up at night when his elders play.