It has been suggested that executive ability, in the sense of ability to deal effectively with human relationships, is specialized; that it is not closely correlated with IQ. Very few quantitative studies of the matter have been undertaken, largely because of the lack of means to gauge objectively “ability to handle people.” It is true that there exist persons whose ability to deal effectively with human relationships has stood the test of life—executives in professional bodies, in business, and in government. These persons have not, however, been subjected to mental examination. Their time is so valuable that investigators perhaps hesitate to encroach upon it. Even if this could be done, we should nevertheless lack proper data for correlational study. We should also need to know how many persons of an equal degree of intelligence had _failed_ to succeed as executives. This would be difficult to discover. Terman has given us a few facts, from his studies of superior children, which tend to indicate the relation between leadership and intelligence, in childhood. According to teachers’ judgments of leadership, children of over 120 IQ are much oftener leaders than children of less intelligence are, and they are usually well liked by other children, even when not designated as leaders. Very few children over 120 IQ are judged by teachers to be “unpopular.” From observations of the frequency with which children of high IQ are leaders of other children, the present writer suspects that there is an optimum range of IQ, within which popular leadership is extremely frequent, but above which it is very improbable. The optimum range for leadership appears to fall between 110 and 130, when the total group has a median IQ of 100. Children of IQ over 160 seem to have little chance of leading their fellow children, when the median IQ of the group is 100. Children of IQ over 180 have almost no chance, in the observations of the present writer, to be popular leaders. Of the four New York children, previously mentioned in other chapters, measuring over 180 IQ (Stanford-Binet), only one is an organizer of fellow children, being designated by her teachers as “the most popular child in the school.” This child functions as leader of a group of highly selected children, with a median IQ of near 120. In a group of unselected children she probably could not achieve leadership, although highly endowed with physical and temperamental traits which favor leadership.