PART III: GENERAL PRINCIPLES AND IMPLICATIONS. 18. ADULT STATUS AND PERSONALITY RATINGS. Adult Status of Highly Intelligent Children, Critique of the Concept of "Genius" as Applied in Terms of IQ, Application of Bernreuter Inventory of Personality to Highly Intelligent Adolescents 19. THE DEVELOPMENT OF PERSONALITY IN HIGHLY INTELLIGENT CHILDREN General Considerations, The Part Played by Physique, Problem of Leadership, Problems of Adjustment to Occupation, Learning to "Suffer Fools Gladly", The Tendency to Become Isolated, The Concept of "Optimum Intelligence", Conclusion 20. THE CHILD OF VERY SUPERIOR INTELLIGENCE AS A SPECIAL PROBLEM IN SOCIAL ADJUSTMENT The Quality of Gifted Children, The Problem of Work, The Problem of Adjustment to Classmates, The Problem of Play, Special Problems of the Gifted Girl, Problems of Conformity, The Problems of Origin and of Destiny, General Considerations 21. THE ELEMENTARY SCHOOLING OF VERY BRIGHT CHILDREN Considerations in Planning the Curriculum, Enrichment Units at Speyer School, Special Work, Emotional Education, Matters of General Policy 22. PROBLEMS OF RELATIONSHIP BETWEEN ELEMENTARY AND SECONDARY SCHOOLS IN THE CASE OF HIGHLY INTELLIGENT PUPILS The Elementary School, Transition from Elementary to Secondary School, Consideration of the Questions Arising, What about Genius? PREFACE This study is founded upon the work of Francis Galton, on the one hand, and of Albert Binet, on the other. It goes back to Galton's _Hereditary Genius_, read as a prescribed reference in the courses of Professor Edward L. Thorndike, in 1912; and to the publication in 1916 of Professor Lewis M. Terman's _Stanford Revision of the Binet-Simon Scale for Measuring Intelligence_. It comprises observations, measurements, and conversations covering a period of twenty-three years, during which acquaintanceships and friendships, every one of them delightful, have been formed and maintained with the twelve individuals who form the basis of the study. It was in November, 1916, shortly after taking appointment as instructor in educational psychology at Teachers College, Columbia University, that I saw for the first time a child testing above 180 IQ (S-B). I was teaching a course in the psychology of mentally deficient children, and it seemed to me that my class should if possible observe under test conditions one bright child for the sake of contrast. Accordingly, I asked whether any teacher present could nominate a very intelligent pupil for demonstration.