The author questions why intelligence and intelligence testing have been so lightly treated in recent years. The topic has been in disfavor, and citizens and educators have tended to swing from one extreme to another in their evaluations of such matters of social concerns. This virtual dismissal of intelligence has been followed by great enthusiasm for the concepts of Piaget and the application to classroom learning problems of Piaget's stages in intellectual development. The irony here is that the tasks of Piaget and the tasks of Binet measure the same general factor in intellectual behavior. There is general support in the speech for individualized tracking and for providing the students with the opportunity to dig more deeply into subject matters than is currently provided in the curriculum. Schools cannot deny individual differences in students, and so must begin to offer a variety of programs arranged in a variety of ways. (Author/PC)