When she found that no effort on her part would get her through any sooner, she stopped making effort. The end of the first year (June, 1923) found her with seventh-grade cooking, seventh-grade art, and seventh-grade pottery, all incomplete. She had taken up general science toward the end of the year, and of course had not finished it either. She had, on the other hand, completed all of the seventh-grade English and arithmetic, including some advanced work; had done exceptionally well in French. In dramatics she first had a know-it-all attitude, owing to her mother's success in amateur theatricals, but later did very good work. In social studies she had been inclined to superficiality, trusting to her quick grasp on a single reading of the material (Rugg's _Social Science Pamphlets_) and doing little real thinking. But she was interested, and finished the course within the year. The general feeling of the teachers, and of J. M. herself . . . was that she had "loafed on the job" a good deal, had been over-confident, and had "let down" generally when the stimulus of rapid advancement was taken away. This gives us some inkling as to what would have happened to her in a regular school system, where the class lockstep is the rule. This year J. M. is taking a straight eighth-grade course with one elective, and is tying up the loose ends left undone at the end of last year. . . . The child's strong desire to move forward with the children who are now her friends, and the undesirable effect on her of our last year's experiment in holding her back regardless of her effort or ability to go forward, have resulted in our decision to let her graduate this coming June. Her parents, however, have requested that we keep her in our junior high school for a postgraduate year, because they feel that the influence of this school is needed by J. M. We shall, therefore, try to provide a special course for her next fall. If we found out that it does not work out successfully, we will enter her in the senior high school in February, 1925. If, on the other hand, we find that we can give her the sort of education that will be helpful to her in our junior high school and that she responds rightly, we shall hold her here until June, letting her enter the senior high school at the age of twelve and one half years.