The studies cited do not, of course, exhaust the recent scientific literature, but they do fairly exemplify the results of concrete, impersonal investigation, as distinguished from the results of popular "wishful thinking." The child who tests above 130 IQ [6] is _typically_ (though of course not invariably) large and strong for his age, healthier than the average, contributes far less than his quota to juvenile misbehavior as socially defined, and is emotionally stable in superior degree. Starting with these facts as to generally superior adjustment, let us inquire whether there are, therefore, no special perplexities in the life of a gifted child. Is it possible that a child may vary as far in a "plus" direction from the average performance of his contemporaries as an imbecile varies in a "minus" direction, and find no special problems created for him by this wide difference in mental power between himself and the average child of his age? The psychologist who is professionally acquainted with children who test above 130 IQ will be able to formulate clearly certain special problems of adjustment, observed in the case study of these children, which arise primarily from the very fact that they are gifted. Let us attempt to state some of these problems. The more intelligent the child, the more likely he is to become involved in these puzzling situations. THE PROBLEM OF WORK Where the gifted child drifts in the school unrecognized, held to the lock step which is determined by the capacities of the average, he has little to do. He receives daily practice in habits of idleness and daydreaming. His abilities are never genuinely challenged, and the situation is contrived to build in him expectations of an effortless existence. Children up to about 140 IQ tolerate the ordinary school routine quite well, being usually a little young for grade through an extra promotion or two, and achieving excellent marks without serious effort. But above this status, children become increasingly bored with school work, if kept in or nearly in the lock step. Children at or above 180 IQ, for instance, are likely to regard school with indifference, or with positive distaste, for they find nothing interesting to do there.