_Child B_. This girl was occupied with words by the time of her second year. Her ability was not early recognized by the schools she attended, although she passed seventh-grade standards while still in the fourth grade and her marks were always high. As she had marked social interests and aptitudes, this educational misplacement caused no serious trouble. When eventually "skipped," her size and poise kept her from being conspicuous, although the youngest in the class. She was apparently a natural leader, and in addition to the usual preoccupation with reading she had as an outlet the groups and clubs she organized. Since she was followed only to high school, her final educational adjustment is not known. _Child C_. This boy learned to read "almost as soon as he talked," and read fluently before beginning school. He was at once recognized as "odd," but in spite of perfect work he was not advanced and his ability was unappreciated by his teachers. At 9 years 6 months, with a mental age of 18, he was still in the fifth grade. He was very unhappy until the principal sought educational advice on his case and he was admitted to a segregated experimental class for rapid learners, where he quickly became adjusted and was an enthusiastic scholar. Personal traits made social adjustment faulty, but he persisted in his educational career against heavy economic handicaps, finished high school and college with honors, and completed the medical training that admitted him to the profession that had been his ambition since childhood. _Child D_. This boy was reading before he was 2 years of age, and was also interested in numbers and relationships. He made social contacts even before entering school by publishing a playground newspaper. As an exception to the prevailing rule, this boy's ability was early appreciated by his parents and it was recognized by his teachers as early as kindergarten. His educationally interested parents supervised his instruction and sought expert advice. Various side talents in which he was versatile were also cultivated. Mathematical and scientific interests appeared early and were encouraged. Progress through school was facilitated and he entered college at 12 years 6 months of age, graduating with honors at just over 16. In the following twelve years he became a proficient and well-trained industrial chemist, holding an important position in this field at the time of his death at the age of 28. _Child E_. This child's ability also was recognized by teachers and parents at an early age, and this appreciation led to diligent supervision of his subsequent education. When he began to talk he was equally conversant with four languages. He was always accelerated in school and his superior size made this procedure feasible, at least in childhood. His whole bent was toward scholarly pursuits, and much of his study was privately conducted.