A further picture of L's ability at an early age is given by his scores in two CAVD Intelligence Scale records, made under the supervision of Leta S. Hollingworth. The first of these was made by L in November-December, 1936, at the age of 9 years 6 months. His score (Levels M-Q) was 392 points, which is noted as "equivalent to a good score for tenth-grade pupils who plan and are encouraged to go to a first-rate college." The second CAVD score (Levels M-Q) was made in the spring of 1939, at the age of 11 years 10 months. His score was 416 points--a score which is median for Teachers College M.A. candidates and also for Yale Law school freshmen. Such a score is at the 3d decile of scores made by Ph.D. candidates at Teachers College, Columbia University. It was made by L while he was still in the elementary grades. ACHIEVEMENT AT SPEYER SCHOOL A few records of scores on the New Stanford Achievement Test will show the remarkable academic work of this boy from the age of 9 years 6 months to 12 years 6 months. SUBJECT December 4, December 6, December 12, December 4, 1936 1937 1938 1939 Age Grade Age Grade Age Grade Age Grade Paragraph Meaning 17-8 11.7 18-5 UM UM UM UM UM Word Meaning 15-8 9.7 17-11 UM 17-8 UM 18-8 UM Dictation 15-6 9.5 17-6 UM 17-8 UM 18-2 UM Language Usage 15-9 9.8 16-10 UM 18-8 UM 19-2 UM Literature 13-9 7.9 16-2 UM 16-6 UM 16-8 UM History and Civics 14-4 8.4 15-0 9.0 16-5 UM UM UM Geography 17-6 11.6 19-2 UM 17-8 UM UM UM Physiology and Hygiene 15-4 9.3 19-2 UM UM UM UM UM Arithmetic Reasoning 14-1 8.2 19-2 UM 17-8 UM UM UM Arithmetic Computation 14-10 8.9 17-4 UM 17-11 UM UM UM Average 15-6 9.5 17-6 UM 18-2 UM UM UM At the time of the first of these achievement examinations, age 9 years 6 months, L's achievement already exceeded the status of high school freshmen. After this his work could not be measured (UM) by grade standards. Progress was still possible, however, in the subject in which his initial scores were relatively lower. All but one of these were brought up to an "unmeasurable" point during the second year. For such a child the time spent on drill in the fundamentals would be sheer waste--and yet he is too young to go to high school with children half again as old as he. In Speyer School he entered actively into the enrichment program and was intellectually easily the leader of the group.