_Fourth year_. In the autumn of 1922 A was in the fifth grade, composed of the special group referred to above, with classmates about two years older than himself, whose IQ's ranged above 140. At the end of that year he was promoted to the sixth grade, at age 9 years. He seemed happy and contented during his fourth year in school but displayed many characteristics which might well try the patience of any but a very wise teacher. The tendency to become absorbed in his own line of thought continued, giving an impression at times of indifference, absent-mindedness, and non-coöperation. Also, he was "slow to take advice." He decided, for instance, not to learn French, as he was "not interested in it." He persisted in this attitude until it was clearly explained to him that people who go to college must know French, whereupon he applied himself and learned the language. The relative difficulty in handwriting, shopwork, and other manual tasks which such a child experiences in comparison with older classmates is also a problem for the teacher. _Fifth Year_. In the autumn of 1923 A entered the sixth grade. He was at this time 9 years old. JUDGMENTS OF TEACHERS Teachers' judgments of A show the usual disagreements and errors. His superior intelligence has been recognized to some extent by nearly all. One teacher, however, has felt his superiority to be merely for reading and arithmetic. Several teachers have judged A to be inferior in respect to manual dexterity and motor coördination, forgetting that their comparison was based always on older children, A's classmates. Only one teacher bore this fallacy of judgment in mind in reporting her estimates. For instance, one of the supervisors who had observed A, reported that he was below the average child of his age in penmanship. A was then 6 years old. This supervisor seemed not to recall that the average child of that age has no penmanship whatever. Direct quotation from teachers' estimates will best show how A has been appraised. He was quite a desirable pupil, and we should have been glad to keep him. _From the headmaster of the school A first entered_. Though ahead of the class in arithmetic and reading, he reasons like a child of 6. He has undeveloped judgment. _From a teacher, in 1920_. He seems to like the third grade, and the children like him. Intellectually he is able to carry the work of the grade, and while he is not yet very responsive in manual work, I think he can gain the muscular control he needs here as well as in a lower grade. He has made a splendid effort in the matter of penmanship. He is still very imperfectly adjusted to the school situation, but in time will find himself able to meet the requirements, I am sure. _From a report of a classroom teacher, for February 1 to March 18, 1921_.