E entered college at 12 years and his precocity was widely exploited on the campus and in the press. His devotion to his work and his good sense and humor preserved him from social difficulties. He even impersonated himself in a class play. His subsequent intellectual progress was phenomenal and he speedily became a scholarly contributor and an influential and active leader in the field of his boyhood choice. _Child F_. This boy was an educational problem even in his first years in an ungraded school. Afterward teachers refused to place him in grades high enough to keep him occupied. A benign form of truancy that led him to the public library and to chess tournaments was his way out of his predicament. But in the process he developed an aversion to educational processes and to authorities of all kinds. He was appreciated neither by his parents nor by his teachers until he was discovered in a survey that sought for just such minds for an experimental project in the education of the gifted. Traits other than intellectual made his subsequent educational history take the form of spurts, with intervening debacles. He died before the outcome of this group of circumstances could materialize. _Child G_. This is a third case of early recognition by teachers and of guidance by parents, which led in childhood to an educational clinic for advice. Early interests in reading were fostered and directed, and more extrovert and social activities were devised by his parents. G was rapidly promoted, and after entering an individual progress class he was a contented scholar. In spite of the facilitation of his progress through the grades he was not through high school until 15, and there is every evidence of satisfactory personal and social adjustment. The case record ends with his admission to college, on a scholarship, with definite and clearly defined aims and interests. _Child H_. This girl's interest in words, stories, and relationships was noticed before her third year, and early recognition of her gifts appears to have come through an aunt who had special educational insight. Although H resorted to imaginary companions, she was socially minded enough to enjoy playmates. Since the record terminates with her tenth year, there are no data on her later educational career. But her story thus far appears placid and marked by good adjustment and intelligent guidance. _Child I_. This case had the advantage of a parent who also had been studied by educational experts interested in the gifted. Also her parents were themselves teachers. As early as 2 years she had been identified as exceptional and her subsequent career appears to have been guided throughout with wisdom.