above 180 IQ by Binet-Simon Tests, Children Who Test above 180 IQ by Stanford-Binet Tests, Generalizations

PART II: TWELVE CASES NEW TO LITERATURE CONCERNING TESTED CHILDREN

4. CHILD A
Family Background, Preschool History, School History, Judgments
of Teachers, Mental Measurements, Traits of Character, Physical
Measurements and Health, Miscellaneous Characteristics

5. CHILD B
Family Background, Preschool History, School History, Traits of
Character, Judgments of Teachers, Mental Measurements, Physical
Measurements, Miscellaneous Characteristics

6. CHILD C
Family Background, Preschool History, School History, Traits of
Character, Mental Measurements, Physical Measurements, Later
School History

7. CHILD D
Family Background, Preschool History, Traits of Character, Mental
Measurements, Physical Measurements and Health, Miscellaneous
Characteristics, School History

8. CHILD E
Family Background, Early History, School Achievement, Mental
Measurements, Social Habits, Tastes, etc., Later Mental Measurements,
Later Physical Measurements, Later Scholastic Records, Extracurricular
Activities, Teachers' Comments, Summary up to 1921, Eventual
Scholastic Records, Researches of E, Summary of Development

9. CHILD F
Family Background, Preschool History, Early School History, Early
Test Scores, Home Rating, Miscellaneous Characteristics, Later
Educational Career

10. CHILD G
Family Background, Educational History, Early Mental Tests,
Later Test Records, Traits of Character, Physical Measurements,
High School Record, G's Brother's Record

11. CHILD H
Family Background, Preschool History, Mental Measurements, Physical
Measurements, Intellectual Ability

12. CHILD I
Family Background, Preschool History, Early Educational History,
Mental Measurements, Physical Measurements and Health, Miscellaneous
Characteristics

13. CHILD J Family Background, Childhood Characteristics, Later Mental Tests

14. CHILD K
Family Background, Early Development, Mental Measurements, Physical
Measurements, Later Educational Progress

15. CHILD L
Family Background, Early History, Achievement at Speyer School,
High School Record to Date of Writing, Later Tests and Inventories

16. SUMMARIES OF HEREDITIES AND EARLY BEHAVIOR Family History and Background, Physical and Behavioral Development

17. SCHOLASTIC ACHIEVEMENT AND CREATIVE ACTIVITY Scholastic Achievement and Educational Adjustment, Creative Work, General Statement

PART III: GENERAL PRINCIPLES AND IMPLICATIONS.

18. ADULT STATUS AND PERSONALITY RATINGS.
Adult Status of Highly Intelligent Children, Critique of the
Concept of "Genius" as Applied in Terms of IQ, Application of
Bernreuter Inventory of Personality to Highly Intelligent Adolescents

19. THE DEVELOPMENT OF PERSONALITY IN HIGHLY INTELLIGENT CHILDREN General Considerations, The Part Played by Physique, Problem of Leadership, Problems of Adjustment to Occupation, Learning to "Suffer Fools Gladly", The Tendency to Become Isolated, The Concept of "Optimum Intelligence", Conclusion

20. THE CHILD OF VERY SUPERIOR INTELLIGENCE AS A SPECIAL PROBLEM IN SOCIAL ADJUSTMENT The Quality of Gifted Children, The Problem of Work, The Problem of Adjustment to Classmates, The Problem of Play, Special Problems of the Gifted Girl, Problems of Conformity, The Problems of Origin and of Destiny, General Considerations

21. THE ELEMENTARY SCHOOLING OF VERY BRIGHT CHILDREN
Considerations in Planning the Curriculum, Enrichment Units at
Speyer School, Special Work, Emotional Education, Matters of
General Policy

22. PROBLEMS OF RELATIONSHIP BETWEEN ELEMENTARY AND SECONDARY
SCHOOLS IN THE CASE OF HIGHLY INTELLIGENT PUPILS
The Elementary School, Transition from Elementary to Secondary
School, Consideration of the Questions Arising, What about Genius?

PREFACE

This study is founded upon the work of Francis Galton, on the one hand, and of Albert Binet, on the other. It goes back to Galton's Hereditary Genius, read as a prescribed reference in the courses of Professor Edward L. Thorndike, in 1912; and to the publication in 1916 of Professor Lewis M. Terman's Stanford Revision of the Binet-Simon Scale for Measuring Intelligence. It comprises observations, measurements, and conversations covering a period of twenty-three years, during which acquaintanceships and friendships, every one of them delightful, have been formed and maintained with the twelve individuals who form the basis of the study.

It was in November, 1916, shortly after taking appointment as instructor in educational psychology at Teachers College, Columbia University, that I saw for the first time a child testing above 180 IQ (S-B). I was teaching a course in the psychology of mentally deficient children, and it seemed to me that my class should if possible observe under test conditions one bright child for the sake of contrast. Accordingly, I asked whether any teacher present could nominate a very intelligent pupil for demonstration.

Miss Charlotte G. Garrison and Miss Agnes Burke, teachers in the Horace Mann School, Teachers College, New York City, thereupon nominated the child who is called E in this monograph. E was presented at the next meeting of the class. It required two full classroom periods to test this child to the limits of the Stanford-Binet Scale, which had just then been published. E exhausted the scale without being fully measured by it, achieving an IQ of at least 187. He was on that date 8 years 4 months old.

This IQ of at least 187 placed E in Galton's Class X of able persons; i.e., more than six "grades" removed from mediocrity. Taking 1 PE#dis# as one "grade," it placed him at least plus 11 PE from the norm; for 1 PE (Probable Error) equals 8 IQ, according to Terman's original distribution of 905 school children. [1] This appeared as sufficiently striking to warrant permanent recording, since it would rate E as one in a million for statistical frequency, assuming "zeal and power of working" to be also abundantly present.

I did not at that time have any expert knowledge of highly intelligent children. I had been working for some years in the hospitals of New York City with persons presented for commitment to reformatories, prisons, and institutions for mental defectives. I had tested thousands of incompetent persons, a majority of them children, with Goddard's Revision of the Binet-Simon Scale, scarcely ever finding anyone with an IQ rating as high as 100. This thoroughgoing experience of the negative aspects of intelligence rendered the performance of E even more impressive to me than it would otherwise have been. I perceived the clear and flawless working of his mind against a contrasting background of thousands of dull and foolish minds. It was an unforgettable observation.

I then began to look for children like E, to observe them with reference to the principles of education. This search has been conducted in a desultory manner, in "odd" moments, ever since 1916. At times, as in 1922-1923 and in 1935-1936, when pupils were being sought for special classes at Public School 165, Manhattan, or at Public School 500, Manhattan, the search has been systematic. Usually, however, the quest has been quite