thing ought to be mentioned: the entire omission of the father's influence and co-operation, so that Winifred's educational atmosphere appears as most definitely feminine. The author fears that Winifred's education has not been "natural" in the sense of opportunities and conditions which are "natural" with all children, even all gifted children. She has enjoyed many things which were exceptional, and missed others which are "natural" to most children. If, by the way, she would be "most unhappy" if deprived of her book companions for a single day, she is apt to be ill-prepared for reverses which would change her opportunities.

Two other cases of exceptionally bright children of this class which have come under the author's personal observation may here be cited for further illustration.

One is that of W. S. (Case 19), a boy of 51⁄2 years, of wealthy, intelligent parents. This is the statement recorded after a brief test at the Educational Clinic of the National Association for the Study and Education of Exceptional Children in Plainfield:

PARENTS' REPORT

The boy is reported by the parents as being generally precocious, with a good command of language, reading almost any kind of book, and having a fair skill in writing. At one time he committed to memory forty-two consecutive pages of Kipling's "Jungle Book," remembering the place of each sentence on the page it was printed. It is also stated that he has an excellent number concept, having worked out the multiplication tables up to twelve by himself. He is reported to be less apt in manual

1 Mrs. Stoner, to whom these statements were shown, protests that "Daddy Stoner has taught Winifred many things. Through him she gained her knowledge of physiology, swimming, horseback-riding, and many other important matters. She is not a distinctly female-educated child."

work. He has had little contact with other children and finds adjustment with them difficult, although he is always willing and pleasant.

Physical Observation.-W. is generally healthy, although he is somewhat nervous and has a slight difficulty in the control of larger limb movements, as well as of minute muscular co-ordinations. Sense-perceptions are found to be normal.

Clinical Tests.-The Binet Tests which were applied for the sake of comparison would place him at a "mental age" of about twice his chronological age. This result, however, does not correctly state his case. Other tests showed that he possesses a most remarkable visual memory, which will in part explain his splendid success in reading and number. He visualizes readily and remembers every detail. He performed the series of five Knox Cube Tests correctly and immediately; completed 24 of the 56 Completion Test sentences, and would have completed more had he not become tired and restless. He solved the geometrical Anchor Puzzle in a rational manner, after having been shown the initial steps. In contrast to this, he was disappointing in handling the Healy Form Boards Nos. 3 and 5. He completed No. 3, but in doing so disregarded the picture element entirely, mechanically fitting the insets into the grooves, making a number of irrational mistakes before succeeding. This showed that he was working exclusively from the form concept. In No. 5 (Picture Completion Test), which requires a judgment of situations, he failed.

His response was prompt and eager; his attention and endurance, however, were variable.

Conclusions. Scholastically, he may be placed in the Elementary Period, and would possibly be able to do ordinary work in lower grammar-classes. He lacks, however, the maturity of mind which would enable him to do such work rationally and profitably. His precocity is marked (non-pathological); it is apparently of a linguistic and formal type, characterized by powerful visualization and extraordinary memory.

It will be well for him to go slowly in school work, as this would hardly help him in mental development. He should have mainly an outdoor life with practical experiences of all kinds, and contact with other children. His motor side needs stimulation to offset his linguistic and sensory tendencies. He should

have a chance of "roughing it," running up against obstacles, and discovering his limitations. He should have a minimum of

protection and a maximum of personal experience.

It is quite possible that he will develop into a man of power and leadership.

The second case is that of P. E. G. (Case 20), a little boy of 2 years, 11 months, the child of intelligent and slightly neurotic parents, whose history the author has quite complete. His development is generally accelerated, bodily and mentally, without one-sidedness or pathologic precocity as far as present observations go. His first and second year's development is given more in detail in the appendix (p. 707).

At 26 months he was very fond of playing in the gymnasium, rolling dumb-bells, playing football, climbing vertical ladder, etc. He put his playthings in order, picking up cards, blocks, etc. Liked to arrange things in rows. Half a month later he sang, repeating notes and combinations so as to produce a simple melodious rhythm, making up his own text about Jack Frost coming, biting baby, etc. He now spoke in sentences, making sequences of sentences, combining them in compound, and at times even in complex, structures.

At 28 months he operated shutting off buzzer at telephone switchboard. Very fond of any kind of machinery, which he likes to investigate. Added to his gymnastic performances: swinging on rings (with hands supported by father); balancing himself with hands on table and feet propped up on back of chair, several feet away; jumping with both feet on and off his small overturned rocking-chair, etc. Said: "Baby go with papa down-town; both go down-town."

At 2 years and 7 months he talked and reasoned amazingly, even in repartee.

At 2 years and 9 months he attended a big three-ring circus. Deeply interested in performances and in the animals of the menagerie, particularly the elephants. Since then played circus and menagerie, feeding elephants, etc., in many ways, like a much older child.

Half a month later these are some of the expressions recorded: "Oh, thank lou, dear God, for the sunshine!" "Doctor thinks William is feeding my chickens. But he does not. I want the food for my chickens. I will feed them myself." "I am taking water to my chickens." To the cook: "See, God listened to me and sent the sunshine."

With 2 years and 10 months he began to build structures with wood and odd material in the garden; played with his many engines, cars, autos (toys), pieces of board-arranging them in lines, squares, and open spaces, as barns and houses, with doors, etc.; sometimes laying pieces across on top, for roofs. Out of window-sash, old uprights, broken windows, branches of trees, etc., he built a "stable" outdoors, near a tumbled-down barn, directing his nurse to do the things which he was not big enough to do.

At the time of this writing, when he is 2 years and 11 months old, he knows his full name, has a very full vocabulary, to which he adds daily, uses the comparative frequently, understands weather conditions, is full of poetic imaginations and makebelieve play, always constructively active. His height is 39 inches, his weight 371⁄2 pounds. Physically he resembles a 5-year-old boy, wearing even 6-year size of clothes. He is generally robust and healthy, and when troubled with indigestion or otherwise, shows a wonderful recuperative quality. The Binet Tests would place him at a "mental age" of about 5%. But he is really much further advanced in general intelligence (excluding school branches, like reading and writing) and in constructive judgment and reasoning power. He has a quick grasp of situations and always finds his place. He remembers everything, and is a constant amazement to his parents and friends through his ability to reason out things of which he cannot have a direct experience. He has absolute balance. Accomplishes the first and second move of the Knox Cube Test; uses the peg-board for construction of "houses"; follows more than three simultaneous directions; can tell little stories from pictures; understands categories; arranges eight tubes according to length; matches his playthings and other things perfectly, noticing the slightest difference; does the Seguin Form Board Test rationally, and in a short time; imitates building a bridge,

etc.