The essay defends the purposes, selection procedures, programs, and philosophy of the Duke University (North Carolina) Talent Identification Program (TIP), which offers systematic identification of and programming for verbally and mathematically precocious students. The Duke University effort was undertaken to fill a need unmet at federal and state levels, as well as to contribute to psychological and educational research. TIP's use of Scholastic Aptitude Test (SAT) scores as admission criteria is seen as more reliable and democratic than less objective procedures. Examples of ineffectual admission criteria and course offerings of dubious quality and content are cited to underscore TIP's preference for academically rigorous courses based on the liberal arts tradition and emphasizing high-level, fast-paced instruction. Finally, the issue of elitism is addressed, including the need for educators to understand the difference between equal opportunity and equal potential, as well as the responsibility of a democratic society to nurture its gifted citizens. (JW)