TALENT WAS BROADLY DEFINED TO INCLUDE ALL AREAS OF CONSTRUCTIVE HUMAN ENDEAVOR. DEVELOPMENT OF TALENT THROUGH RESEARCH AND EXPERIMENTATION WAS ATTEMPTED. EXPERIMENTAL STUDIES AND PROCEDURES USED BY THE SCHOOLS TO DEVELOP MANY DIVERSIFIED TALENTS OF PUPILS IN THE REGULAR CLASSROOM SITUATIONS WERE DESCRIBED. ELEMENTARY SCHOOLS PRESENTLY PROVIDE ENRICHMENT IN THE REGULAR CLASSROOM SITUATION BY GIVING ADDITIONAL AND MORE COMPLEX WORK TO A STUDENT IN THE AREA OF HIS OR HER ABILITY. EACH HIGH SCHOOL DEPARTMENT PROVIDES CHALLENGES TO THOSE OF SUPERIOR ABILITY. EXPERIMENTAL PROGRAMS IN TWO ELEMENTARY SCHOOLS ARE NOW IN PROGRESS TO EVALUATE NEW PROCEDURES FOR WORKING WITH GIFTED CHILDREN. IN ONE SCHOOL, SPECIAL GROUPS HAVE MADE STRONG GAINS THROUGH THE USE OF A HALF-DAY SPECIAL ENRICHMENT CLASS AND A HALF-DAY REGULAR CLASS. A SECOND ELEMENTARY PROJECT GROUPED GIFTED CHILDREN INTO ONE CLASS FROM THE THIRD GRADE ON AND ALLOWED THEM TO FINISH SIX YEARS OF ELEMENTARY SCHOOL IN FIVE YEARS. A JUNIOR HIGH SCHOOL GROUPED STUDENTS HAVING INTELLIGENCE QUOTIENTS OF 118 AND ABOVE IN A BASIC EDUCATION CLASS. STUDENTS WERE CHALLENGED TO WORK TO THEIR CAPACITY. GAINS IN MATHEMATICS AND SCIENCE WERE THE GREATEST. SUCCESS WAS SEEN IN READING AND SOCIAL STUDIES DEVELOPMENT ALSO. AN ENRICHMENT RESOURCE COMMITTEE WAS SET UP IN A HIGH SCHOOL TO PROVIDE A FEW HOMOGENEOUS GROUPINGS FOR ADVANCED PUPILS. NO OBJECTIVE EVALUATION WAS GIVEN. IN SUBJECTIVE EVALUATION, TEACHERS, STUDENTS, AND PARENTS ARE IN FAVOR OF THE TALENTED GROUPS.