The dissertation examines approaches to the development of artistically gifted students. Benjamin West's life is used to depict self-training and Thomas Eakins's life to illustrate development through a mentor approach. Evaluation of definitional and identification issues is examined along with changes in educational options for artistically gifted students. Individual chapters review salient features of the lives and work of West and Eakins and a final section points out the importance of establishing an objective procedure for identifying students with talents in the visual arts and on nurturing the talents of master teachers such as West and Eakins. The value of humanistic interdisciplinary learning is also stressed. (CL)