_Child E_. Originality appears among E's characteristics even in his definitions of words in the vocabulary tests. His life was, however, so harnessed to the organized pursuit of degrees that conventional fields of learning came to preoccupy him and there was little originality in his choice of an occupation, to which he appears to have been guided by solicitous elders. Such originality as he has had appeared abstractly and verbally. Thus his "constructive ability" was good but his "manual dexterity" poor. He had an imaginary country. After his escape from the hierarchy of organized education he became an active and productive scholar in his field, although it may be that theology is not a field in which creativeness is encouraged. _Child F_. There is little evidence in the career of F of anything that could be called creative. He was in many ways ingenious, and he was socially nonconforming. He was a storehouse of information but not sagacious in the use of his knowledge. His ingenuity was not along original lines but in such conventionalized fields as chess, bridge, and dialectic. His capacity for intellectual work was phenomenal, but for the most part such activities were in prescribed fields, and a temporary interest in science was deflected to law--like theology, a field in which creativeness is not always an asset. _Child G_. This boy's education was so scrupulously supervised and so sedulously recorded that he had little time for original projects. His questions and remarks evince a lively curiosity, and his abiding interests in chemistry and mathematics, with a research turn, perhaps point to creative trends that are poorly reflected in more elementary years. There is little evidence of unusual proficiency in any of the creative arts. _Child H_. The chief interests of H as a child were in "drawing, painting, and mosaic blocks." She developed imaginary companions. She showed at an early age pronounced interests and aptitudes in stories and in versification. She was a composer of creditable childhood songs, poetry, and plays. She was followed only to her eleventh year and up to this point seems to have shown definite signs of constructive imagination. _Child I_. This girl was versatile in many creative ways. She developed imaginary companions, wrote music and songs, produced dramatizations, wrote effective verses and longer poems. So far as the brief record shows, her creative interests remained close to the conventionalized arts, except for the native curiosity characteristic of most very bright children.