Median age of walking, for the cases recorded, is 14 months--a wholly normal age for children in general. Median age of talking is 14 months--considerably earlier than the norm usually recognized. The range, too, is wide--from 9 to 24 months. First teeth normally begin to appear in the sixth to seventh month, and the median here is close to that. Median age of reading here reported--3 years--is earlier even than that found in the 19 cases cited from previous literature (3.5 to 4 years). All but one of the 10 cases for which stature is reported exceed the norms in this respect. Six are heavier than the age norm, 1 just at it, and 3 are lighter in weight. The records of grip tests show nothing unusual. In 3 cases where weight at birth was recorded, this was from 7 to 10 pounds. Health is generally reported good. Talking and reading are the two developmental indices that most clearly differentiate these records from the norms. These activities, both involving the use and understanding of symbols, are the earliest clear expressions of mental liveliness. After they have appeared, the gifted child's characteristics appear in those traits called understanding, judgment, learning, discrimination, and in the interest in and capacity for such linguistic and abstract activities as are provided by schoolwork. It is, therefore, in the earlier scholastic activities and in social relations that these children most notably declare their quality under our prevailing system of child management. CHAPTER SEVENTEEN SCHOLASTIC ACHIEVEMENT AND CREATIVE ACTIVITY The following brief summaries of the achievement and adjustment of these twelve children may serve to suggest a few general principles that are applicable to other cases as well. [1] SCHOLASTIC ACHIEVEMENT AND EDUCATIONAL ADJUSTMENT _Child A_. This boy showed signs of precocity before his second year, reciting, classifying, and playing with words and letters; and before the age of 3 years showing interest in rhymes and stories. From first school entrance suitable placement was a recognized problem, and by the time A was 6 years old he was brought to a college clinic for educational guidance. Throughout elementary school A was a trying problem, lacking interest in the routine program. He was behind his mental level in handwork and was not motivated to do his best work; he fitted poorly into social activities. Character traits were highly approved, except perhaps for independence and obstinacy. He resorted to imaginary lands, reading, and science and mathematics as forms of play. The case was not followed far enough to show his final educational achievement, although it is known that he went through high school and entered college.