Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Introduction -- Section I -- Chapter 1: The Foundational Underpinnings of a Field -- Shaping a Diversifying and Expanding School Population -- Chapter 2: Early Empirical Influence, High Ability, and Individual Difference -- Sir Francis Galton -- Galton's Influence on Gifted Education -- Chapter 3: A New Psychology -- Wilhelm Wundt -- William James -- G. Stanley Hall -- Chapter 4: Individual Difference and Its Measurement -- Alfred Binet -- James McKeen Cattell -- H.H. Goddard -- E.L. Thorndike -- Chapter 5: The Proliferation of Psychological Study -- World War I and the Army Alpha and Beta -- Chapter 6: Progressive Era of Education -- John Dewey -- Summary -- Section II -- Section II -- Chapter 7: A Field of Their Own -- Early Fascination and Development of Exceptional Youth -- Chapter 8: Preliminary Studies of High Ability and Eminence -- Cesare Lombroso -- Sir Francis Galton -- Alfred Yoder -- Guy M. Whipple -- W.E.B. DuBois -- Chapter 9: Staggered Attempts at Meeting the Educational Needs of Bright Children -- Lulu Stedman: Early Schooling Responses and Curricular Changes -- Chapter 10: Father of Gifted Education -- Lewis M. Terman -- Not a Farm Boy Was He -- Psychology and Study of Individual Differences -- Before Any Other in All the World -- California's Gifted Children -- Chapter 11: Mother of Gifted Education -- Leta S. Hollingworth -- A First Encounter Becomes a Life's Passion -- P.S. 165 -- P.S. 500-The Speyer School -- The Profoundly Gifted -- Chapter 12: The Residue of Eugenics -- Chapter 13: Challenging the Status Quo -- Summary -- Section III -- Section III -- Chapter 14: The Growth of Gifted Education -- Competing Paradigms and Perceived Inadequacies -- Chapter 15: Legislative Initiatives -- The Servicemen's Readjustment Act of 1944