To this point we have been speaking of enrichments accompanying and supplementing the college preparatory course for pupils testing above 150 IQ (S-B). But shall we guide _all_ our highly intelligent pupils into college preparatory courses? Or shall some of them be positively guided so that they will end high school without the "credits" for college? Shall all whose circumstances tend to force them into vocational high schools be allowed to drift in that direction? Here is a question of fundamental importance for society, which at this moment we hardly know enough to raise, much less answer. Only one in every hundred tests at or above 130 IQ (S-B). What does society most _need_ from this little handful of persons? These can perform socially desired functions which none of the other ninety and nine can possibly perform. They can be educated in ways which are forever out of the reach of all who test below them. What should we, as educators, the publicly appointed guardians of their intellectual lives, do with these children for their own and society's best interests? There is no more serious question than this in all education. How shall a democracy educate the most educable? At present these children are to a great extent lost in the vast enterprises of mass education, and are left to handle their special problems as they may, by themselves, while the energies of teachers are bent upon the main business of dealing with the ninety-nine per cent who test below 130 IQ (S-B). Common sense would tell us that a child who tests as far above the average as a feeble-minded child tests below cannot escape having special problems under conditions of mass education. We cannot go into this matter in detail here. These problems have been set forth in another place. [7] It is for us to consider them carefully, for educators are the sole group appointed by society to guard the interests of children. We are their official guardians, adding our guidance to that of their natural guardians, parents, who are often helpless either to recognize these children's abilities or to develop them. WHAT ABOUT GENIUS? We come finally to what may be the most important point of all--the point to where we inquire into the responsibility of the public schools for children who are as far above those of 130 IQ (S-B) as the latter are above 100 IQ (S-B). I refer to those very rarely occurring pupils who test at or above 170 IQ (S-B). These children are important for civilization in inverse ratio to their infrequency of occurrence. They are the ones who can not only _conserve_ thought in its abstract reaches, but who can _originate_ new thoughts, new inventions, new patterns, and who can solve problems.