By trial-and error experience, the highly intelligent child has to work out an adjustment if he can, but there is likely to be noticeable difficulty if he tests above 170 IQ. In the ordinary course of events, it is hard for such a child to find playmates who are congenial both in size and in mental interests. Thus many of those who test very high are finally thrown back upon themselves, and tend strongly to work out forms of solitary, intellectual play. [7] The same situation is discovered in studies of the childhood of eminent persons. Yoder [8], in his study of the juvenile history of fifty very eminent persons, concluded that their play "was often of a solitary kind." Reading, calculation, designing, compiling collections, constructing an "imaginary land," evoking imaginary playmates--these forms of play stand out prominently among the recreational interests of such children. Since physical activity is hard to carry out interestingly alone, their play tends to become habitually sedentary. Nevertheless, they develop a high degree swimming, skating, and other forms of athletic enjoyment which do not depend upon being included in a group. Of six young children testing above 180 IQ, known to the present writer, only one [9] had no conspicuous difficulty in play, during early childhood. [10] The other five were all so divergent from the usual in play interests that parents and teachers noticed them. They were unpopular with children of their own age because they always _wanted to organize the play_ into a complicated pattern, with some remote and definite climax as the goal. As the mother of one six-year-old said, "He can never be satisfied just to toss a ball around, or to run about pulling and shouting." Children of six years are ordinarily incapable of becoming interested in long-sustained, complicated games which lead to remote goals, but are, on the contrary, characteristically satisfied only by the kind of random activity which bored this child of 187 IQ. The playmates of ordinary intelligence naturally resented persistent efforts to reform them and to organize them for the attainment of remote goals. Furthermore, they did not have in their vocabulary words that the gifted child knew well, used habitually, and took for granted. Literally, they could not understand each other. The result was that the child of 187 IQ did not "get along" with those of his own age and size. But when he sought to join the play of children _of his own mental age_ (above twelve years), the six-year-old was rejected by them also, as being "a baby" and "too little to play with us." The child, thus thrown back upon himself, developed elaborate mathematical calculation, collecting, reading, and games with imaginary playmates, as his chief forms of play.