In their concern for all pupils, the schools of the Eight Year Study have not neglected the student who is endowed with high qualities of intellect. The gifted intellect is challenged as never before. Because of the freedom which the participating schools have had for eight years, they have been able to adapt their work more appropriately to individuals. They have realized fully that many literary, scientific, and professional fields require intellectual equipment and discipline of a very high order. The schools have come to see more clearly than ever that potential leaders must become, in greater numbers, actual leaders in the various aspects of the intellectual life of the nation if it is to survive and flourish.

The schools in the Study have tried to find better ways of developing the habits of mind and qualities of character upon which high intellectual achievement in any field depends. As soon as the gifted student's major interests and abilities indicate what his field of work is likely to be, the school provides opportunity for him to lay the essential foundations of knowledge and skill. The schools have encouraged students to engage in elementary research which demands careful discrimination, to follow the leadings of a subject, to explore new fields of thought. Moreover, they have provided time and facilities for students to do these things. Without permitting over-specialization, the student is encouraged while still in high school to develop his special interests and abilities far beyond the usual secondary school level.

To meet fully the needs of these able students, alterations in the curriculum are often necessary. In some cases it is expanded to include geology and astronomy in the field of science, Greek in language, unusually mature works in literature, and courses in higher mathematics usually reserved for college. In other cases gifted individuals are provided greater opportunity to develop mature appreciation and high quality of creative expression in the arts. Able students often develop the power of self-direction and independent study long before graduation from high school. Many of the schools do not hesitate to give such students a large measure of freedom. They are frequently released from sonic of the usual requirements and permitted, to some extent, to make their own curriculum.

The Thirty Schools know society's need for intellectual leadership in all walks of life. They are striving for better ways of discovering, fostering, and developing unique powers of mind. Above all, they try to lead the gifted individual into full realization of his social responsibility so that his strength will be used, not for selfish gain, but for the common welfare.

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