For many generations a boy feeling a "call" to the ministry of religion as rabbi, priest, or preacher would be sure to have, if necessary, all the resources of his family at his command and all possible aid of friends even at the sacrifice of the elementary education of his brothers and sisters.

In the same way in a more limited circle the child who could do any creative work of imagination in art would be considered entitled to any self-sacrificing devotion of other members of the family which might be needed to carry forward his work.

In a larger way many have looked upon all higher education as solely for those who have shown a power of potential leadership.

Not long ago the old saying was revived: "Colleges are for the exceptional individuals who may become the world's intellectual elite." On the other hand, the growth of State Universities and of many forms of adult education, and the offering of college courses in the evening to those employed in earning-work during the day, show that the opportunities of culture are more and more made free to all and that the conviction is growing that it is not alone leaders who should be educated but that the common life must be raised in mental and moral power in order for true leadership to work effectively for the advance of social well-being.
In the family the genius or near-genius is likely to get all that should be its privilege and often more.

And this not only from pride in his talent and from desire to give that talent its proper chance of expression but because genius and near-genius have often a self-protecting and self-acquiring quality that make sure of much unselfish care from others.