The family is one of the first entities capable of detecting signs of talent. Discovering talent does not require complex laboratories at first, but rather a keen parental eye that asks smart questions: How does the child express his feelings? How does he disassemble and reassemble his toys? What does he happily spend time on without feeling the time? Then it is the school's turn to build on this spark and give it room to grow. The teacher needs time and tools that help him see beyond the mark; we need an education that asks the child: "How do you think?" not what you have memorized.
Then comes a more sensitive issue: the fairness of opportunities, and the impact of the environment and geography on discovering talent. A child born into a capable family can try arts, sciences, sports, programming, and languages, and move from one activity to another until he discovers his true passion. Another child with the same potential, but living in a resource-poor environment or a remote area, may not have access to a musical instrument, art tools, an equipped laboratory, or a suitable playground, and will not find a mentor who tells him: "You are talented." Here, not only is an individual opportunity lost, but the entire society loses a cultural energy that could have become an invention, an immortal work of art, or a humanitarian project that changes the lives of others. It is a double loss in our future structure.