The pupils in the classes for rapid learners will go to senior high school when they are thirteen years old. In the meantime, they will be learning and thinking in the company of their contemporaries as regards age and social interests. They will have proper intellectual training, and will at no time idle their time away, be practiced in habits of laziness, or become the victims of boredom. They will emerge into high school with a background of knowledge richer and fuller by far than that of pupils of equal mentality, for whom no enrichment program has been provided. EMOTIONAL EDUCATION Much more might be said of the program of intellectual training, but I must pass on to consider what may be even more important-- their training in attitudes, emotions, and drives; in other words, their emotional education. How shall we avoid the conditions which, under the prevailing system of mass education, tend to produce emotional habits destructive of leadership? Of all the speical problems of general conduct which the most intelligent children face, I will mention five, which beset them in early years and may lead to habits subversive of fine leadership: (1) to find enough hard and interesting work at school; (2) to suffer fools gladly; (3) to keep from becoming negativistic toward authority; (4) to keep from becoming hermits; (5) to avoid the formation of habits of extreme chicanery. In the ordinary elementary school situation children of 140 IQ waste half of their time. Those above 170 IQ waste practically all of their time. With little to do, how can these children develop power of sustained effort, respect for the task, or habits of steady work? I could entertain you for some time telling you the various sorts of bizarre and wasteful activities that were taking up the time of the most intelligent elementary school children in this nation yesterday in their classrooms, but we must pass on to other things. A lesson which many highly intelligent persons never learn as long as they live is that human beings in general are incorrigibly very different from themselves in thought, action, and desire. Many a reformer has died at the hands of a mob which he was trying to improve. The highly intelligent child must learn to suffer fools gladly--not sneeringly, not angrily, not despairingly, not weepingly--but _gladly_, if personal development is to proceed successfully in the world as it is. Failure to learn how to tolerate in a reasonable fashion the foolishness of others less gifted leads to bitterness, disillusionment, and misanthropy, which are the ruin of potential leaders.