The American Association for Gifted Children has gathered 33 essays into a slender volume, most of them brief, and few providing new insights into the lives or education of gifted young people. Typical ho-hum recommendations: look for signs of giftedness (of 30 given, whose child doesn't manifest at least one or two?); ask questions (and perhaps use the SCAMPER technique to foster creativity by Substituting, Combining, Adapting, Minifying. . .); visit libraries and museums (being sure to bring along those questions). The gifted child's mental health, siblings, and curiosity are examined superficially, as are the special issues confronting gifted children who happen also to be handicapped, female, or members of minority groups. Apropos of school programs, the authors drag out the tried-and-true--mentors, continuous-progress instruction, parent volunteers, Junior Achievement. An essay describing the range and limits of a good evaluation of a gifted child, and a lively interview of Mark Schubart, director of the Lincoln Center Institute in New York City (who recommends education in the arts for all children), are bright spots in an otherwise dreary volume, but hardly enough to save it. For a more organized, if basic, view, see Perspectives on Gifted and Talented Education (a six-volume paperback series, Teachers College Press, 1980), especially the volumes for parents, Reaching Out and Somewhere to Turn.