Professor Drews has worked for many years with gifted students and the notion of the young ""creative intellectual""; here she presents some striking case histories and anecdotes, but little in the way of a conceptual framework or institutional remedies for educational bankruptcy beyond snippets of Lao-Tze, Carl Rogers, Abraham Maslow, et al. Compared with Arthur Pearl's The Atrocity of Education (1971) -- which shares her commitment to improved teacher training, community learning centers, and the values of kindness, respect and growth -- it fails to put such questions in the context of serious educational theory and social malfunction. Insofar as Drews deals with social issues it is to decry the status race, pat heads (""humanistic scientists""), and wag a finger (""militancy"" is equated with ""violence""). Childrearing practices are pegged as a major cause of the youth rebellion: there are discrete insights into the influence of sensitive, educated, middle-class mothers, but no social anchor for thoughts about parental expectations and frustrations. Those concerned with the training of teachers will find it only occasionally instructive -- mostly it is insipidly inspirational, dwelling on obvious bads rather than thrashing out means to the good.