There exist tests of scholastic aptitude which pertain to adolescents of college caliber, but these are not generally available, being limited to the organizations which make specific use of them.
From observations of the progress of highly intelligent children tested at an early age, I offer the hypothesis that pupils of 130 to 150 IQ (S-B) have quite enough to do in the truly efficient pursuit of the college preparatory curriculum of the senior high schools, and do not need any enrichment of this curriculum as far as challenge to ability is concerned. What these pupils need is merely freedom from the presence of great masses of classmates who are mentally unadapted to the college preparatory course, and the opportunity to work unhampered, in segregated groups, such as are now being formed in many secondary schools under the concept of _the honor school_.
Pupils above 150 IQ (S-B) are, however, probably in definite need of an enrichment of even the college preparatory course as it exists currently in senior high schools. If experimental observation should prove this hypothesis to be true, how should the secondary school set about it to provide for the genuine education of such pupils? Should the huge high schools of a great city, like New York, organize an enrichment curriculum within the honor schools for these extreme deviates? Should honor schools have faculties proper to them only? Assuming an enrichment program for pupils above 150 IQ (S-B) to be found desirable or necessary in secondary school, what matters shall find place in such a curriculum?
The answers to these questions cannot be stated from the swivel chair or the arm chair. Years of realistic hard and intelligent work will have to be done, by way of experiment with various groups of adolescents. As regards the question pertaining to enrichment of curriculum, I dare offer the suggestion that there are "common things" the evolution of which would be more properly worked out at the adolescent level than at the level of childhood by highly intelligent pupils. Thus at Public School 500, Manhattan (Speyer School), we often find ourselves wishing that we might have our pupils at adolescence in order to take up with them the evolution of law and order, of trade and money, of warfare, of punishment, and many other things concerning which no systematic instruction is ever given outside of professional schools.