We may also consider the Belgian policies, with regard to subsidy of the gifted, [12] "Ce principe fondamental: Que chaque enfant, quelle que soit la situation de fortune des parents, soit mis en état d'acquérir par l'instruction tout le développement intellectuel et professionnel dont il est capable." All the questions here raised call for definite answers _at the present time_. Such questions could not be effectively raised prior to the twentieth century, because psychologists had not previously advanced to a point of supplying a scientific method of determining intelligence in childhood. It is the most significant contribution of psychology to education, in this century--and perhaps in all centuries--that we are now enabled to know the mental caliber of a human being in his early years. More and more it becomes clear that human welfare on the whole is much more a matter of the activities of _deviates_ than it is a matter of what the middle mass of persons does. Those educators who make a joke of the genius and regard the dullard as a mere figment of the imagination of psychologists, or who solve the educational problems which these children present by the simple device of "not believing in" them, fiddle while Rome burns. It is the deviate who takes the initiative and plays the primary part in social determination. How shall we, then, educate him in a democracy? [1] Reprinted from _The Journal of Educational Sociology_ (October, 1939), pages 90-102. [2] Bridgman, Amy S. _My Valuable Time: The Story of Paul Bridgman Boyd_. (109 pages.) Stephen Daye Press, Brattleboro, Vermont; 1938. [3] Hollingworth, Leta S. "The Founding of Public School 500: Speyer School," _Teachers College Record_, Vol. 37 (November, 1936), pages 119-128. [4] Hollingworth, Leta S. "An Enrichment Curriculum for Rapid Learners at Public School 500: Speyer School," _Teachers College Record_, Vol. 39 (January, 1938), Pages 296-306. See also Chapter 21 of this book. [5] Lamson, E. E. "A Study of Young Gifted Children in Senior High School." _Contributions to Education_ No. 424 (117 pages). Bureau of Publications, Teachers College, Columbia University, New York; 1930. [6] Lamson, E. E. "High School Achievement of Fifty-Six Gifted Children." _Journal of Genetic Psychology_, Vol. 47 (1935), pages 233-238. [7] Hollingworth, Leta S. "The Child of Very Superior Intelligence as a Special Problem in Social Adjustment." _Proceedings_ of the First International Congress on Mental Hygiene, Vol. II, pages 47-69. The International Committee for Mental Hygiene, Inc., New York; 1932. [8] Terman, Lewis M. _The Measurement of Intelligence_ (362 pages). Houghton Mifflin Company, Boston; 1916. Also, Terman, Lewis M. _Genetic Studies of Genius_, Vol. I (663 pages). Stanford University Press, Stanford University, California; 1925. [9] Webster's New International Dictionary, 1935.