At three and a half years of age, Elizabeth was spelling everything she saw printed and asking what the letters spelled, and she could recognize many words. At four years, she read the advertisements in the streetcars, as well as everything in all the books she possessed. During all this time there was no attempt on the part of the parents to make their daughter precocious. They were pleased with her readiness to learn, but they did not look upon her as an unusual child. In September, 1920, Elizabeth was enrolled in the first grade, in the public schools of Erie, Pennsylvania. She was then 6 years, 8 months old. On her second day in school her teacher discovered that should could read anything that was placed before her. The principal put her in the second grade until she had time to investigate her case. She spent forty-two days in the second grade, during which time the principal observed her closely, and decided to place her in the fourth grade. Elizabeth had no trouble in completing that grade in the remainder of the school year, the principal giving her some special help in spelling and arithmetic. . . . Elizabeth is not a skillful writer, as far as penmanship goes, but she seldom makes a mistake in either spelling or punctuation, and the content of her letters and compositions is superior, even for the advanced grade in which she is now working. . . . Intellectually speaking, this child takes everything to which she is exposed, and she is not satisfied unless she understands the subject fully. Unfamiliar words or terms bring from her the question, "Just what does that mean?" She has a cheery disposition, and laughs often and heartily. She is contented in any environment, because her imagination makes it as she wishes it. . . . When she is reading or studying, she becomes so engrossed that it is hard to attract her attention to anything outside her book. . . . She is slow in her written work, and she is slow and rather awkward in some of her motor coördinations. After less than a month in the fifth grade, in September, 1921 (age 7 years 8 months), Elizabeth was promoted to the sixth grade, where she is doing superior work. In the examinations at the end of the last semester she ranked about the middle of the class, due to the fact that she is still slow in her written work. But in comprehension she easily leads the class. Thus far nothing has been done for this exceptional child except to move her along from grade to grade five times as rapidly as the average child can go. When we see her at times very evidently bored while a teacher is trying to make a subject clear to pupils of average ability, we wonder what would have happened if Elizabeth were now in the second or third grade where most eight-year-old children are found. In 1925 Hirt again reported upon the child, Elizabeth, as follows: