Ideally, the secondary school should receive these pupils already tested mentally, with cumulative records; but, since in the existing state of affairs this is not possible, because such tests have not been generally made, the high schools are wondering what methods to use in selecting the highly intelligent as they arrive, in the ordinary course of events, for admission. We must agree that we have, in fact, no method at present generally available of distributing the top percentile of the adolescent population. The Army Alpha, which strictly speaking pertains to adults, is no doubt the most nearly appropriate instrument we have for distributing the top one per cent of adolescents. No other group test has sufficient "top" for this purpose, and no individual test has a "ceiling" high enough to prevent the best from "going through." Two forms of Army Alpha combined will give as good an approximation as is at present available to a correct distribution of adolescents at and above 130 IQ (S-B). There exist tests of scholastic aptitude which pertain to adolescents of college caliber, but these are not generally available, being limited to the organizations which make specific use of them. From observations of the progress of highly intelligent children tested at an early age, I offer the hypothesis that pupils of 130 to 150 IQ (S-B) have quite enough to do in the truly efficient pursuit of the college preparatory curriculum of the senior high schools, and do not need any enrichment of this curriculum as far as challenge to ability is concerned. What these pupils need is merely freedom from the presence of great masses of classmates who are mentally unadapted to the college preparatory course, and the opportunity to work unhampered, in segregated groups, such as are now being formed in many secondary schools under the concept of _the honor school_. Pupils above 150 IQ (S-B) are, however, probably in definite need of an enrichment of even the college preparatory course as it exists currently in senior high schools. If experimental observation should prove this hypothesis to be true, how should the secondary school set about it to provide for the genuine education of such pupils? Should the huge high schools of a great city, like New York, organize an enrichment curriculum within the honor schools for these extreme deviates? Should honor schools have faculties proper to them only? Assuming an enrichment program for pupils above 150 IQ (S-B) to be found desirable or necessary in secondary school, what matters shall find place in such a curriculum?