Having followed our description of the enriched curriculum to this point, readers who have no direct experience in the education of children of the caliber being considered may begin to be anxious for the welfare of "reading, writing, and arithmetic." Let them be reassured. Mornings are devoted to the established curriculum of the elementary school, the pupils working by "contracts." Achievement tests are given at regular intervals to determine conventional grade status in the various "subjects." In June, 1937, our pupils showed the "educational age" of pupils at the middle of the seventh grade of the elementary schools as measured by Stanford Achievement Tests. They were then nine years six months old, on the median. The "regular" grade status for them would have been the middle of the fourth grade. The most intelligent tenth of the pupils were already "through the ceiling" of Stanford Achievement and of other standard achievement tests in June, 1937. At this point, it should be mentioned that our pupils do not have and never have had homework assigned to them. The intellectual interest and capacity of young children who test from 160 to 200 IQ is incredible to those who have had no experience with the teaching of such children. We have in our classes about a dozen of such extreme deviates. They are truly _original_ thinkers and doers of their generation. A book could be made of the incidents constantly occurring which denote the qualities of their minds. It is these children who suffer most from ennui in the ordinary situation. For instance, recently in the discussion of the biography of Madame Curie, the question was raised by a pupil as to what "radium _really_ is." One suggested that "radium is a stone." Another said that "radium is a metal." The person in charge of the class then said, "What is the difference between a stone and a metal?" A pupil of an extremely high degree of intelligence rose and said, "The main difference is that a metal is malleable and ductile, and a stone is not." He then enlarged very precisely upon "what these properties are." At the moment of this discussion, this boy was nine years six months old. The others listened attentively, and understood the elucidation. Such incidents, occurring daily, give some idea of the level of minds being dealt with in our classes. The boy who thought and said what is set forth above was placed in the sixth grade when his principal recommended him to our classes. He had then been "skipped" to a point well out of his age group, and yet he had nothing whatever to learn from the work of the sixth grade.