These young children of extremely high intellectual acumen fail to be interested in "child's play" for the same reasons that in adulthood they will fail to patronize custard-pie movies or chute-the-chutes at amusement parks. It is futile, and probably wholly unsound psychologically, to strive to interest the child above 170 IQ in ring-around-the-rosy or blind-man's-buff. Many well-meaning persons speak of such efforts as "socializing the child," but it is probably not in this way that the very gifted can be socialized. The problem of how the play interests of these children can be realized is one that will depend largely on individual circumstances for solution. Often it can be solved only by the development of solitary play. What, if any, effect the habitual evocation of imaginary playmates, and the elaboration of the imaginary land, may exert on character formation and habits of adjustment in adulthood is at present unknown. Psychologists should study the hygienic aspects of these methods of finding satisfaction outside of the real world. Since gifted children are, as has been stated, on the whole a stable and rational group, perhaps no effects, or good effects only, result from this play of the imagination. SPECIAL PROBLEMS OF THE GIFTED GIRL It has been mentioned that gifted girls are less interested in traditional girls' play than are unselected girls. They show a preference for boys' books and boys' play, and a greater community of interests with boys than the generality of girls display. This merely means that girls of a high degree of intelligence are, as a group, more competitive, aggressive, and active than girls are supposed to be. An illustrative case is that of a seven-year-old girl of IQ 170, whose mother wished to learn from psychology how to break her child of being a "tomboy" and how to rear her to "be a lady." The mother complained that the girl had never cared for dolls, that she would not take an interest in her clothes, and that she wanted to do nothing after school but read or play "rough, outdoor games." "How," inquired the mother, "could I break her of the habit of climbing lampposts?" This child was active and competitive. When asked why she did not play with dolls, she replied, "They aren't _real_. The doll that is supposed to be a baby doll is twice as big as the one that is made like a mother doll."