4—Two boys, H. R. and R. P., had received prizes in Wanamaker’s drawing competitions. Both of these boys passed the required intelligence tests. 5—A few interesting incidents were the means of discovering some other eligible candidates. One Sunday evening, while the teacher who later became the instructor of this new special class was visiting the Christodora House, a neighbouring settlement, the leader of the evening hour asked the children the difference between God and guard. A boy, E. R., defined the words in such concise and perfect English that the attention of the visitors became centred on him. Later he was promoted from a school he was attending to Public School No. 64 and was admitted to the class of children of superior intelligence. E. R. was a fatalist. He told an interested visitor, who questioned him as to how he came to be admitted to the class, that it was fate that he was chosen. He said he had been indifferent about attending the “Children’s Hour” at which his ability had been noticed, but that his brother had urged him to go. “You see,” said E. R., “if I hadn’t gone I might never have been chosen for this class.” A bright, aggressive-looking boy entered the principal’s office one afternoon and asked the principal if he had room in his class for a “bright 6A boy.” He said he lived in the district of School No. 64 and had heard there were classes for children of excellent record. His report card showed an A-A record and he was admitted. The final issue was determined by the showing of the pupils in intelligence tests devised by Dr. Lewis M. Terman, and by their social traits. Two children who had the necessary qualifications otherwise were not considered because of several unfavourable traits of character. The foregoing instances are cited to indicate some of the ways in which children were selected for the class. The next factor considered was the choice of a teacher. It was necessary that she show high intelligence or she would not be able to attack the problems which such a class would present. The principal had no standardized test by which to measure her ability but he was guided by many of the principles of general excellence that marked the selection of the pupils. From a group of eighty-four he tried to select a teacher who showed initiative, ability to meet new situations, both intellectually and socially, one who sympathized with and understood the orthodox training of these children, and who would lead them to follow high standards of American ideals and customs, and whose scholarship was superior, especially in language. All these virtues, in addition to a zest and zeal for the experiment, were embodied in Miss G.