When her teacher was told how she was found occupying her time at home, her reply was prompt: “Yes, I remember now, she does seem fond of drawing.” A conference was arranged with the principal and a way was found of giving Lillian a chance to develop further this gift, her one excellency. Her fifth grade work was so re-arranged as to allow her to take drawing with the seventh grade, where she found greater variety and a teacher eager to let her express herself. At the same time she was introduced to a volunteer worker, a woman to whom history was an unending joy and with her she spent evening after evening making friends with facts, people, and dates that up to that moment had been total strangers to her. Later she was transferred to a trade school in which she was given an opportunity to specialize in designing. In some pupils what appears as indifference or inattention may in truth be only a temperamental peculiarity which, if individual attention were possible, would in time be modified. The relation of pupil and teacher is at bottom one of sympathetic understanding. This is why sometimes, where one fails, the other succeeds, and herein lies the advantage of having several teachers to a grade. It makes possible a shifting about and increases the child’s chances of being understood. The desirability of this cannot be overestimated. Another way in which the need of unusual children is met is the so-called “rapid progress class,” into which are put those children who are capable of making more than two grades in a year. Strange as it may on the surface appear, some of the children entrusted to the charge of the visiting teacher prove in the end to be just this type. For one reason or another, the routine of the regular class does not hold the child’s interest, and, as we all know, in such instances energy like that will not remain pent up. It is in its determination to find an outlet that it comes into conflict with established order. Sometimes it is best to give the child a training wholly different from that offered by the school he is attending. Not all minds respond alike to the same stimuli. It often seems an utter waste to insist upon children plodding doggedly at subjects which make no appeal to them. Here lies the opportunity for vocational training. More than one case of apathy on the part of a child has been dispelled when a chance was given him to express himself in some sort of manual or industrial activity.