idance in education. Suppose a father and mother feel
sure that a child of theirs is one of the exceptional, the gifted,
perhaps of great talent, even possibly a genius in the making. They
may get much help in arriving at sober judgment by many books and
treatises now available. But far clearer would be their own approach
to the matter in hand if they could study some such chart as is here
alluded to and get a clear direction as to what to look for and how
to measure what they find. If such parents, however, would be really
assured in their first appreciation of their child they need the
cooeperative observation and fuller opportunity of comparison which a
teacher of a school, who is herself or himself a good psychologist,
can place at their service. All of us can see our own children at
their best; few can justly estimate what the power of that best may be
in a competitive world.

=What to Do with the Specially Gifted Child.=--The child may be one of
the few elected to leadership in some field. All who watch and study
and understand may agree that it is the gift of its birthright. Then
what is there to do? The question often arises, Shall the other
children in the family be given less opportunity in order that this
gifted one may have the larger chance which genius and great talent
really demand for fulfilment of promise? There was no doubt of the
answer to this question in the minds of those who believed that a
special gift carried with it special privilege provided the special
gift discovered were of a sort understood by all. For many generations
a boy feeling a "call" to the ministry of religion as rabbi, priest,
or preacher would be sure to have, if necessary, all the resources of
his family at his command and all possible aid of friends even at the
sacrifice of the elementary education of his brothers and sisters. In
the same way in a more limited circle the child who could do any
creative work of imagination in art would be considered entitled to
any self-sacrificing devotion of other members of the family which
might be needed to carry forward his work. In a larger way many have
looked upon all higher education as solely for those who have shown a
power of potential leadership. Not long ago the old saying was
revived: "Colleges are for the exceptional individuals who may become
the world's intellectual elite." On the other hand, the growth of
State Universities and of many forms of adult education, and the
offe