In general it is true that the provisions in the United States are for deviates so extreme in all capacities that their maladjustment to typical procedure creates a troublesome school problem on the one hand, and on the other a burden to the conscience of those who administer education. Classroom teachers demand that special attention be given to those who are chronically unpromotable and out of order, while educational psychologists insist upon the waste of ability that ensues from allowing gifted children to idle through the curriculum. For deviates of less degree there is not much provision. A few cities, of which Oakland, California, may be mentioned as an outstanding example, have adopted a three-rates-of-progress system, in which the children of typical ability (the great majority) proceed at a median rate, the lowest quartile (exclusive of the very lowest percentile) proceeding more slowly, and the highest quartile more rapidly. The system provides a flexibility far in advance of the ordinary one-rate-of-progress system, allowing for individual differences in general intelligence. Little attention has been given as yet to the matter of individualizing public education for children who show special talents or defects. Some years ago the superintendent of schools in Munich requested the teachers of certain grades throughout the city, to ask each child to draw two sketches: one from a model, and the other a free sketch. These were sorted for the purpose of finding exceptional talent in drawing. A certain per cent of the children showing this special gift were sought out and encouraged. Particular attention was given to the development of their talents. Similar instances of official attempts to gauge and foster special talents are extremely rare. The experiment at Winnetka, Illinois, is of this order. In Winnetka there is a flexible promotion system, wherein pupils “pass” in a subject whenever they have completed the work therein. A pupil may be in different grades in different subjects. His whole school career need not be jeopardized by a single weakness, and if he has a special strength he is permitted to develop it as original nature would dictate. At first thought it might seem that a public school system would be thrown into confusion by such a scheme. In Winnetka there are thirty to thirty-five pupils in a classroom. How can programs be arranged to suit the needs of deviating children, without much extra equipment?