Here are three excerpts from this 1922 book Intelligence Tests and School Reorganization by Lewis M. Terman, who was Chairman of Subcommittee on Use of Intelligence Tests in Revision of Elementary Education. It appears this was written about 11 years after Binet's test method was published in America.

http://books.google.com/books?id=DM0DAQAAIAAJ&printsec=frontcover

Page 3: "Intelligence tests have demonstrated the great extent and frequency of individual differences in the mental ability of unselected school children, and common sense tells us how necessary it is to take such differences into account in the framing of curricula and methods in the classification of children for instruction and in their educational and vocational guidance."

Page 28: "The average school devotes more time and effort to its dullards than to its children of superior ability. The latter are expected to take care of themselves. As a matter of fact, many of them are not discovered. Yet it may be of more value to society to discover a single gifted child and aid in his proper development than to train a thousand dullards to the limit of their educability or to prevent the birth of a thousand feeble-minded. Investigations show that the brightest children, those who have IQ's above 130 or 140, are usually located from one to three grades below that which corresponds to their mental age. They are not encouraged to live up to their possibilities. Their school work is so easy for them that their wills are in danger of becoming flabby from lack of exertion. How can character develop normally a child who during all the years when character is molded, never meets a task that calls forth his best effort? The school's first task is to find its gifted and to set them tasks more commensurate with their ability."

Page 73: "For every genius who has achieved in proportion to his capacity, probably two or more have been wasted. Education is partly responsible, for methods of education should include the selection and special treatment of supernormal children. Deviates in intelligence in either direction from the mean are equally out of place in a normal classroom; yet, although much work has been done in the segregation and special treatment of subnormal children, little if any consideration has been given the problem of the supernormal. Nature has made lavish investments in nervous systems, investments which have never yielded proportional social dividends."

Thoughts?