The wide range of abilities which we know exists in pupils of any one age makes it impossible to adjust our formal education to the extremes. Much adjustment has been made in favor of the lower extreme, but little has been done for our genius. Of course the work with extreme subnormals is conceived and prosecuted more in the sense of clearing them away for the good of those remaining than of fitting education to their own needs. We are neglecting, however, our duty to those whom nature has endowed with the essentials of leadership. They do not interfere quite as much with ordinary classroom procedure, but they are greater social assets and need special treatment to develop _them_ rather than to let others develop better. Neither of the extreme groups is certain of getting the normal stamina necessary for good citizenship. Neither group forms good habits of study nor accumulates such information as it might. Being aware of this discrepancy between the gift and the recipient, we have made our lessons easier and we have segregated the lower percentile. There is much more to be done. We must adapt education to at least five varying classes in order to reduce the spread within each to a commodious span. But the genius is the most important and should have the greatest claim to our immediate attention. First, our social needs demand special attention for the genius in order that we may better exploit our best nervous resources. Second, our educational needs demand it since the very bright as well as the very stupid disrupt calm and cogent classroom procedure. Third, they themselves demand it in order that they may, even when they do function as leaders, be happier in that function, since now they often lose much in social contact by peculiarities which prevent an integration of their “drives” into a harmonious economy of tendency. These peculiarities come from their continuous maladjustment, since when they are with children of their own mental maturity they are physically and physiologically handicapped; when they are with children of their own size and muscular equipment they are so far mentally superior that they are unhappily adjusted. Only classification on a large scale will allow sufficient numbers of them to congregate to correct this. I am reminded of a boy ten years old whose IQ on the Terman test was 172. He defined a nerve as the “conduction center of sensation” and, when asked to explain, did so in terms of sensation of heat and motive to withdraw. He explained the difference between misery and poverty thus: “Misery is a lack of the things we want; poverty is a lack of the things we need.” How can we expect a boy like this to grow into a normal citizen if we do not provide the companionship of peers in mentality and in physique?