current pattern of articulation between school and college, but went on to suggest new curricular arrangements under which an able student could complete the eight conventional years of high school and college in seven years. This report has become a useful source of ideas for curriculum reform at the high school and college level.

A second project, which stemmed in part from the findings of the report mentioned above, has come to be known as the Atlanta Experiment in Articulation and Enrichment in School and College. This is a co-operative enterprise undertaken by four institutions in the Atlanta area—Agnes Scott College, Emory University, Oglethorpe University, and the Westminster Schools. Its purpose is to demonstrate that the able student is capable of absorbing a much more mature program of studies than he usually receives in his last two years of secondary school and his first two years of college. The emphasis is on enrichment, and courses of a more advanced nature than usual are being worked out for each grade level, with a view to planning the four-year sequence as one continuous whole, in which there is steady intellectual growth and no time wasted on repetition. Begun in 1953–54, the program is now in its third year and the first group of students to enter at the eleventh-grade level are now in college. A recent supplemental grant by the Fund has made it possible to include an Atlanta public high school in the experiment and to extend the college phase to the academic year 1960–61.

A third project, begun in 1952, involves the collaboration of the public school system of Portland, Oregon, and faculty members of Reed College in a city-wide program designed to identify exceptionally endowed students early in their academic career and to enrich their educational opportunities. One feature of the Portland project is its broad definition of "giftedness" and its concern not only for exceptional intellectual ability but also for creative talent in art, music, mechanics, writing, dramatics, and