Fourth, our eugenic needs demand it, since we are not conserving this, our chiefest asset, genius. Unless we conserve better these rare products, the standard deviation of the intelligence of humanity will keep shrinking as we select against imbeciles and against genius as well. The waste of a genius who becomes an intellectual dilettante, as many now in fact do, is double. We lose what he might do for society; he does not marry and we lose the potentiality of his highly endowed germ-plasm. And they do become dilettantes when special treatment is not given. I know of a young man who was first of his high-school class, who got all A’s his first year in College (at Wisconsin), and all A’s his second year (at Harvard); and then he began to read all manner of literature with no schema of expression, no vocation, because, as he said, all college courses are so stupidly easy. He attended no lectures and read none of the books in one course, and then two days before the examination he was taunted with not being able to pass this course. He spent two nights and two days studying, and he received B in the course. But now he is a failure because he has no organized, purposive schema of expression; he was always in classes with people less fortunately endowed than he, and so he never had a chance. On these four counts then we must segregate our genius: (1) Social exploitation of our resources. (2) Educational procedure for the sake of other children as well as for them. (3) Happiness for them, organization of their trends, and formation of social habits. (4) Biologic conservation of great positive deviation from average human intelligence. IS GENIUS SPECIALIZED? This genius is of various kinds, political and business leaders, scientists and artists. Have they then the same inherited nervous structure with regard to abilities and capacities as distinct from interests? We know that they must have something in common, something that we call intelligence, power of adaptation. Calling this the nervous chemistry, the way the nervous system acts its quality, we must still know whether we have also an inherited nervous physics to deal with, or a further inherited nervous chemistry which predisposes to specific ability. Are there inherited capacities or predispositions to ability? We are in a position to answer this question with regard to the elementary school subjects, and are tempted here into a more general discussion of the matter in hand.