My remarks here will deal, rather, with certain problems of the _education_ of the highly intelligent. I may say at the outset that my direct contacts with the education of gifted pupils have all been on the level of the elementary school. I consider that the problems are most urgent on this level, because it is in the primary and elementary school that the very intelligent child most especially needs a supplement to the standard curriculum. The program of progress through the elementary grades is based on what pupils at, or only very slightly above, the average can master at given ages, so that the extremely intelligent child has little or nothing to do there. His interest is not engaged, and his power is not challenged. The situation of such children has been well exemplified in a recent biography [2] which sets forth the sense of futility from which many of them suffer at school in the early years. When the child reaches senior high school, however, the case is somewhat different. The college preparatory course of the secondary school was originated with and for pupils of college caliber. It is therefore based on what very intelligent adolescents, and they only, can learn. Hence it offers to the pupil at and above 130 IQ (S-B) tasks of sufficient interest and difficulty to engage his powers of learning. Laying aside, for purposes of the moment, argument as to whether the content of the college preparatory course is what it should be from all angles, we maintain that it is sufficiently abstract, complex, and difficult to operate as an intellectual stimulus for quite highly intelligent adolescents. I shall return to this point later, raising it here merely to explain why it has seemed to me especially important to work in the elementary school. One cannot work for long in the elementary school, however, without becoming involved in research which has to do with the secondary school. There are many problems of coördination that require for their adequate study the joint efforts of both elementary and secondary school. We are currently trying to find answers to these problems at Public School 500, Manhattan, for we shall begin sending pupils from there to the senior high schools in June, 1939. THE ELEMENTARY SCHOOL For some years, beginning about 1918, experimentation has been sporadically undertaken in New York City on the initiative of individual principals to find out what should be done in the elementary school for highly intelligent children. It was not, however, until January, 1936, that the Board of Education itself took official action in cognizance of the presence of these pupils in the school system. On January 28, 1936, Public School 500, Manhattan (Speyer School, [3] was founded by formal action of the Board of Education and Teachers College, jointly, for the study of intellectual deviates, other than the feeble-minded, in the elementary school.