The goal of this paper is to combine selected research literature concerned with early and advanced sensorimotor development in black children, and the institutional management of their natural precocity. The first section briefly reviews selected literature about sensorimotor development in black children. The second section discusses the current use of medication. The last section discusses specific implications of selected knowledge acquisition patterns of black children. It is concluded that there seems to be four alternative courses of action which school personnel are likely to put into motion in dealing with black children who are too active to learn comfortably in the established school order. Rather than reexamine modes of teaching/learning styles for possible modification, the education establishment prefers to (1) assign children to special learning centers where only minimal learning is expected, or (2) prescribe drugs to render children affectless, (3) completely separate children from their school environment by suspension, or (4) don't do anything; keep things the way they are. These courses of action are demanding and hurtful. The fifth is to apply a humanistic, open individualized learning situation for all students. (Author/JM)