The answers to these questions cannot be stated from the swivel chair or the arm chair. Years of realistic hard and intelligent work will have to be done, by way of experiment with various groups of adolescents. As regards the question pertaining to enrichment of curriculum, I dare offer the suggestion that there are "common things" the evolution of which would be more properly worked out at the adolescent level than at the level of childhood by highly intelligent pupils. Thus at Public School 500, Manhattan (Speyer School), we often find ourselves wishing that we might have our pupils at adolescence in order to take up with them the evolution of law and order, of trade and money, of warfare, of punishment, and many other things concerning which no systematic instruction is ever given outside of professional schools. One may suggest that in the elementary school the enrichment curriculum might proceed by covering the evolution of "common things" which are concrete, as we have been doing, leaving for the secondary school those "common things" which are relatively abstract and involve especially concepts of social-economic consequence. It is to be considered, also, that each of these pupils, at and above 150 IQ (S-B), would have the capacity to master a manual trade, in addition to mastering a profession, if time were allowed during adolescence. At 13 years of age, the hand then being developed, such pupils might be trained for skilled trades, in their spare time, as an enrichment of curriculum. In a changing world it is perhaps a good thing for those who are capable of _both_ profession and skilled manual craft to have _both_ at their service as adults, and to be capable of serving society and themselves in more than one specialized vocation, as was and is actually the case with many able Americans, reared and educated under pioneering conditions of the nineteenth century and earlier.