THE PROGRAM WAS DESIGNED FOR CHILDREN OF LIMITED BACKGROUND. IT ATTEMPTED TO DISCOVER AND DEVELOP TO THE FULLEST, VISIBLE OR LATENT TALENTS OF THE CHILDREN. ITS GOALS WERE TO RAISE THE ASPIRATIONS OF THE PUPILS. BY EXPOSING ALL OF THE CHILDREN TO MANY KINDS OF EXPERIENCES, THE ATTEMPT TO INTEREST THEM EARLY IN THEIR CAREER CHOICES WAS SUCCESSFUL. PUPIL TALENT WAS IDENTIFIED BY THE USE OF THE VERBAL ABILITY TEST, IOWA TEST, LORGE-THORNDIKE TEST, AND CITY STANDARDIZED TESTS. THE PUPILS WERE RATED ACCORDING TO THEIR PHYSICAL, SOCIAL, EMOTIONAL AND MENTAL CHARACTERISTICS, AS WELL AS BY TEACHER-COUNSELOR REFERRALS. IN THE LANGUAGE ARTS PROGRAM, HOMOGENEOUS GROUPING WAS USED BUT INDIVIDUAL DIFFERENCES WERE NOT IGNORED. SMALL GROUPS AND INDIVIDUAL INSTRUCTION WERE USED TO PROVIDE FOR VARIOUS RATES OF PROGRESS AND DIFFERENCES IN ACHIEVEMENT WITHIN THE GRADE LEVEL. WITHIN THE LANGUAGE ARTS PROGRAM, EMPHASIS WAS PLACED ON PHONICS, SPELLING, HANDWRITING, CREATIVE WRITING, AND SPEECH. A LANGUAGE LABORATORY WAS USED, AND INSERVICE EDUCATION WAS PROVIDED FOR TEACHERS. THE OLDER PROGRAMS INCLUDED ARITHMETIC, SOCIAL STUDIES, SCIENCE, AND PHYSICAL EDUCATION. THE COUNSELOR WORKED WITH TEACHERS IN HANDLING PROBLEM CHILDREN. THE SCHOOL-COMMUNITY COORDINATOR MAINTAINED COMMUNICATIONS WITH PARENTS, SOME OF HER ACTIVITIES INCLUDED ASSISTING AND TRAINING THE FAMILIES IN DOMESTIC DUTIES.