Traits of A which are faulty from the point of view of teachers are absentmindedness, lack of interest in group activities, untidiness, and obstinacy. One teacher estimated him as "a little bit selfish." The desirable traits most often mentioned by teachers are kindliness, amiability, affection, good humor, reticence, and precision in treating the data of thought. The following are quotations from teachers: I am so sorry about A's coat. I laid it on his desk, as he was cooking when it came. . . . Evidently he didn't notice it on his desk when he came in later. Knowing A's absent-minded habits, I ought to have called his attention to the coat. A is not neat nor orderly. A still has lapses of inattention during class lessons. He is slow to take advice. He is affectionate and kindly, while not over-demonstrative. The class in which he has been for a year and three months was slow in accepting him, but now they appreciate his intellect and his good humor, and treat him with the kindly tolerance of older brothers and sisters. A responds to this attitude well and loves to fool and frolic with the others, somewhat kitten fashion. In the goal ball games he wants to play though he is simply a figurehead, and he knows enough to obey the rules and not get in anyone's way. In working with a group, A is inclined either to be dictatorial or to insist upon doing everything himself. This may be because of youth or because he sees so clearly what is to be done, but I think he is a little selfish and obstinate. A is a very lovable child with a tender heart and a good deal of emotional capacity, generally kept hidden, so he is not difficult to manage. It is difficult, however, to make him assume responsibilities about material or work which is irksome, such as writing, and he is very untidy. It has been a pleasure to have A in my class. He has been friendly and pleasant in his relations with his teachers as well as with his classmates. The physician who attended A when his ankle was twisted in an accident (mentioned later in this account) rated him very high for courage. The character traits which have stood out repeatedly and most noticeably in the course of visits to the laboratory for mental tests appear to the present writer to be amiability, reticence, emotional control in the face of mishaps (such as falling off a chair in a strange place and bumping his head severely), and obstinacy in pursuit of his plans and activities. He does not seek advice, and does not take it readily. He is easily bored by unnecessary repetitions of matter once presented. For instance, in certain mental tests, where the standard procedure demands that the same question be asked several times (Stanford-Binet fables, "What lesson does that teach us?"), A grew more and more restive at each repetition, and finally said, "We don't need that every time, do we?"