What is needed for the support and development of those children whom we see before us daily, and who represent scores of others in the same economic condition, is what we may call a revolving foundation. By this is meant a fund from which the gifted young could draw at any age the means for their development, with the moral (not legal) obligation to repay according to ability to do so, after twenty years, without interest. By this plan the superior could invest in themselves; very little money would actually be spent, because it would come back again, and the nation would always benefit in ways not now fully foreseeable. The establishment of a revolving fund for the development of tested children would be another "new thing under the sun." It would be a great experiment in social science, now rendered possible for the first time by inventions and discoveries in the field of child psychology. [1] _Teachers College Record_, Vol. 39, No. 4 (1938), pages 296-306. [2] _Teachers College Record_, Vol. 40 (1939). Also reprinted in _Public Addresses of Leta S. Hollingworth_, Science Press Printing Company, Lancaster, Pennsylvania; 1940. [3] The curriculum here described is that organized by Leta S. Hollingworth and her collaborators in Speyer School, P.S. 500, Manhattan, for two experimental classes of "rapid learners." For an early account of this project see "The Founding of Public School 500," _Teachers College Record_, Vol. 38, No. 2 (November, 1936). Also "What is Going On at Speyer School?" Chapter 21 of _Public Addresses of Leta S. Hollingworth_, Science Press Printing Company, Lancaster, Pennsylvania; 1940. [4] A word coined by the pupils. CHAPTER TWENTY-TWO PROBLEMS OF RELATIONSHIP BETWEEN ELEMENTARY AND SECONDARY SCHOOLS IN THE CASE OF HIGHLY INTELLIGENT PUPILS An address before the National Committee on Coördination of Secondary Education at a symposium on "The Education of Pupils of High Intelligence," Cleveland, February 27, 1939 [1] I shall not dwell here upon the present knowledge of gifted children as organisms. Our findings in follow-up studies on tested children in New York City confirm in all particulars Professor Terman's researches on the Pacific coast. Since these several studies have been carried on in complete independence, one in the East, the other in the West, for nearly twenty years, we may certainly feel justified in the conclusion that we are arriving at truth about the mental and physical traits and development of highly intelligent persons, coming as we do to the same results.