33. WADDLE, C. W. "Case Studies of Gifted Children," Part I. Twenty-third _Yearbook_, pages 185-207, National Society for the Study of Education. Public School Publishing Company, Bloomington, Illinois; 1924. 34. WASHBURNE, C. W. "Case History of J. M.," Part 1. Twenty-third _Yearbook_, National Society for the Study of Education. Public School Publishing Company, Bloomington, Illinois; 1924. 35. WITTE, K. _The Education of Karl Witte_. (Translated by L. Wiener.) Bruce Publishing Company, Milwaukee, Wisconsin; 1914. 36. WITTY, P. A., and JENKINS, M. D. "The Case of 'B'--a Gifted Negro Girl." _Journal of Social Psychology_, Vol. 6, pages 117-124 (1935). 37. YERKES, R. M. (Editor). "Psychological Examining in the United States Army." _Memoirs of the National Academy of Sciences_, Vol. 15 (1921). 38. ZORBAUGH, H. W. and BOARDMAN, RHEA K. "Salvaging Our Gifted Children." _Journal of Educational Sociology_, Vol. 10, pages 100-108 (1926). [1] It is not absolutely clear from Terman's text whether the 15 children above 180 IQ (S-B) are to be thought of as representing the 643 children statistically treated in _Genetic Studies of Genius:_ Vol. I, or whether they rest upon the "nearly one thousand" as a base, who were located. [[In a personal communication Professor Terman writes that it was 15 out of 643.]] [2] Correction is attempted according to a formula for records exceeding the top of S-B, but this formula has never been actually validated. [3] See previous footnote. [a] "On December 3rd, 1721, someone first noticed that the child watched these figures here and there for a long time without stopping, and his little eyes at the same time stuck [upon them]. Someone said to him the names of these figures: that would be a cat, that a tower, a little sheep, a mountain. The following [lit. "other"] day, the 4th of December, someone asked him again, where the cat, the mountain, the little sheep were and [to] look there; the child indicated with his little tiny fingers there, and always hit upon the right picture, that they had named to him. Even more, now he gave effort himself to repeat the previously said words: cat, mountain, tower: hence, he saw with unrelated glances [likely, unrelated to the figures he was previously transfixed on] the speaking from the mouth [likely, of whoever named the objects], got the movement of the lips and the tongue [with] the same steady attending, slurred the word afterward and repeated this so often, until he finally pressed out one syllable after another. [b] He [pronoun is literally "it," derived from neut. case noun "das Kind" i.e., "the child"] could read printed things in Latin and German. He could not also write them; his little fingers were too weak to do so. He could recite times tables both in and out of order. He could also count, subtract, add, and multiply. In French, he got so far, that he could recount entire histories in this language.