14. Giving appropriate recognition to superior work which encourages

still greater accomplishments from the talented.

15. Giving the student experience in self-evaluation.

What Some Lay Persons Are Doing

1. Meeting with school groups to describe their occupation and the preparation required for employment in it.

2. Taking part in committees responsible for planning and operating Career Conference.

3. Serving as judges in contests and exhibits.

4. Providing scholarships for able students.

5. Encouraging career planning as a part of high-school activities through parent-teacher and professional committees.

6. Supporting organized school and community programs giving career information to all high-school students.

7. Serving as consultants to science and mathematics students who are working on special projects.

8. Giving consultative service to workshops for science and mathematics teachers.

9. Publicizing the need for better educational opportunities for the talented student.

What Some Industrial and Business Leaders Are Doing

1. Providing scientists, engineers, and technicians to take part in career conferences, assembly programs and class discussions.

2. Underwriting the expenses of special summer in-service programs for science and mathematics teachers.

3. Providing funds for local, State, and national programs helpful to talented high-school science and mathematics students.

4. Providing scholarships, medals, and cash awards to outstanding high-school students.

5. Providing pamphlets that describe career opportunities related to mathematics and science.

6. Assisting school leaders in developing improved facilities for mathematics and science teaching.

7. Providing films and slides that reveal how science and mathematics are used in business and industry.

8. Providing teachers with experiences in the applications of science and mathematics in industry through appropriate summer employ

ment.

9. Providing specialists in science and mathematics as consultants for workshops for teachers.

10. Sponsoring conferences of leaders in business, industry, and edu

cation.

The preceding outline indicates some attempts being made to improve the instruction of the talented. Many other similar activities are being used. Summary of Planning a Program for the Talented

When teachers desire to begin a special program proposed to improve the opportunities for the students with potential in mathematics and science, the cooperation of the administrators should be of primary concern. Adequate texts, supplementary books, and adequate physical facilities constitute a minimum requirement which must be met if success in providing for such students is to be possible. To obtain these facilities, the cooperation of administrators will be needed. This cooperation is usually forthcoming if a sound program has been properly presented. The average administrator knows the difficulties facing such a program much better than he knows the methods for overcoming them. A desirable way for the science or mathematics teachers to get administrative cooperation is by preparing practical plans tailored to the local school situation and discussing them with the administrators along with any requests for special consideration for the superior student.

After the cooperation of the administration is assured, pertinent information concerning the program should be channeled to the parents. The purposes and general methods of the improvement program should be common knowledge of all parents. In fact, the degree of success depends, to a large extent, on the degree to which parents, newsmen, government officials, businessmen, and ordinary citizens are informed of the need for using wisely our most precious human resources.

The maximum development toward these goals cannot be accomplished without good teachers. Teachers should have the talent to arouse curiosity and stimulate learning. They should have a pleasant personality and a genuine enthusiasm for learning. They should possess an extensive knowledge of the subject matter and children. Teachers with these requirements are available, but there is an additional characteristic that is also needed. The teacher should know the techniques and methods that can be used with the superior student. Few teachers have had instruction in this area. A Triple Need

If teachers are to identify and provide for the students with potential in science and mathematics, the teachers need summer and in-service training. Workshops, institutes, and in-service training programs concerned with methods of instruction for the talented should be sponsored by the State departments of education, universities, and industry. To increase our standard of living and defense preparations, we need to develop more of our able youth. Our supply of leaders in science and mathematics can be increased by:

1. Education and industry cooperating in providing in-service training for teachers through workshops and conferences that are concerned with instructional methods for the talented.

2. Industry, government, and colleges providing scholarships for the able student who does not have financial support.

3. Education and industry making funds available for research to determine the best methods to use with the talented student.

Summary Statement By

The Cooperative Committee on the Teaching of Science and Mathematics of the American Association for the Advancement of Science

Two days after the close of the Conference, the Cooperative Committee issued the following statement:

One hundred teaching scientists and mathematicians from all parts of the country met at the United States Office of Education on November 13, 14, and 15, 1952, to consider the problem of identifying and providing for the educational needs of students with high aptitude in science and mathematics. A year ago a similar conference emphasized the importance of secondary schools in supplying the need of personnel trained in science and mathematics; since then, the Office of Defense Mobilization and reports from industries have again called attention to the continuing and increasing lack of such personnel.

It is, therefore, the sense of this conference

1. That the proper development of such personnel is essential to the
welfare of the Nation; especially so, in view of the critical short-
age of scientists and engineers, the present and anticipated demands
of a technological age, and the state of international tension.
2. That equality of educational opportunity is basic to democracy; and
that that implies an opportunity for every individual to attain his
own maximum achievement.

3. That we cannot afford to continue the resulting loss to society in high
quality human resources and creative contributions.

4. That current general practices for identifying and developing students with high aptitude in science and mathematics are inadequate. 5. That many tested and successful practices are being used for the early identification and proper development of students with high aptitude. Those practices should be made widely known.

6. That schools and colleges be urged to modify administration, curricula, guidance and teaching facilities and procedures so as to facilitate the widespread use of these successful practices.

7. That inadequate educational provisions for youth of high promise cause difficulties in coordinating school and college education. 8. That teacher-training institutions and school systems give greater recognition to the need for teachers qualified to teach students of top-level ability.

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