Part and parcel of these questionings concerning origin and destiny are those concerning birth and reproduction. At a "tender" age these children ask for an account of sex and reproduction and suffer much at the hands of parents and guardians who are shocked at what thus emanates from the mouths of babes. Lifelong problems of mental hygiene may be thus engendered by parents who cannot understand why a child should be "so unnatural" as to weep over questions of birth and death at six or seven years of age. In the same way problems of right and wrong become troublesome for these young children in a way that does not happen except for the very able. For instance, a six-year-old boy of IQ 187 wept bitterly after reading "how the North taxed the South after the Civil War." The problem of evil in the abstract thus comes to trouble these children almost in their cradles, at an age when they are ill-suited to grapple with it from the point of view of emotional maturity. Special problems of mental hygiene are perhaps inherent in this situation which do not arise with the generality of children. GENERAL CONSIDERATIONS The list of problems that we have suggested here does not by any means exhaust the subject under discussion. However, the present writer believes that these are some of the more important problems of childhood that originate directly from the circumstance of being very highly intelligent among official guardians who are ignorant or careless of the fact. These problems of adjustment do not arise unless a child is gifted intellectually. They are conspicuous to the psychologist who studies children with "test knowledge" of them. It is especially to be noted that many of these problems are functions of immaturity. To have the intelligence of an adult and the emotions of a child combined in a childish body is to encounter certain difficulties. It follows that (after babyhood) the younger the child, the greater the difficulties, and that adjustment becomes easier with every additional year of age. The years between four and nine are probably the most likely to be beset with the problems mentioned. The physical differences between a child of six whose IQ is 150 and children of nine years (whose mental age corresponds to his) are unabridgeable, and so are the differences of taste, due to differences in emotional maturity. The child of six graded with nine-year-olds is out of his element physically and socially, but the same thing is not true of a sixteen-year-old among nineteen-year-olds. The difference between six and nine is very great. The difference between sixteen and nineteen is small in terms of biological development.