The history of leadership by California educators in the field of gifted develop the intellectual giftedness. The document argues for the objective evaluation article asserts that gifted education in California is at the end of its adolescence and ready to have a new degree of order introduced through the adoption of scientific processes. The rules suggested for guiding a program scientifically include having: (1) a well delineated program; (2) generalizable implementation procedures; (3) measureable objectives which are to be measured and tracked; (4) means of reporting documented results and enforced recognition of this reporting by all people engaged in the public education of the gifted; and (5) the earliest identification of differentiated intellectual abilities followed up with uniquely matched curriculum to further develop the intellectual giftedness. The document argues for the objective evaluation of the impact of gifted programs on participating students and for the open sharing of outcomes among programs. Also advocated is the assessment of every child upon school entry to identify individual abilities and the training of teachers to understand the nature of differentiated intellectual abilities so that curriculum experiences can be designed according to individual needs. Contributions in the area of differential intelligences are summarized. (VW)