CHAPTER FIFTEEN CHILD L
This exceptionally gifted boy, born May 5, 1927, was a member from the beginning of the experimental group for "rapid learners" established February, 1936, in Speyer School by Leta S. Hollingworth. [1] In achievement as measured by standard tests from time to time he led that group of highly selected children, his IQ being 200. At the request of his parents he had been recommended for admission to the project by the principal of the public school he was then attending in Brooklyn (P.S. 35).
FAMILY BACKGROUND
Child L's ancestry is Austrian-Hebrew. Of his paternal relatives, an uncle and a cousin are rabbis, and at the time this record was made a cousin was professor of mathematics in the University of Krakow.
L's maternal grandfather was an Austrian merchant and also a learned man, who is said to have written several books. The maternal grandmother of L was active in local circles to which she belonged. At her death she left money for L's college education. A maternal uncle is an architect. L's mother's cousin is a physician.
No mentally defective or totally incompetent persons among L's ancestors are known.
Father. Child L's father is a high school graduate. He was 33 years of age when L was born. His trade is that of jeweler, but being unable to find work in this line he has taken employment in a factory making airplane precision instruments.
Mother. L's mother is a high school graduate. She was 29 years of age when L, her only child, was born. She was a dressmaker before her marriage.
EARLY HISTORY
L is rated by his parents as having "good health" and as being "well-balanced." He cut his first tooth at 9 months, began to talk at 9 months, according to his parents, and to walk at 15 months. He learned to read at 4 years. His playmates are several years older than he (10-12 years). L likes to play. His favorite recreations are reading, chess, and checkers.
In January, 1935, at the age of 8 years 5 months, he was in Grade 5A1. His school ratings had been A for every term and he had accomplished four years' work in two years. The Otis Self-Administering Tests had been used in the school and L had been credited with an IQ of 153—much lower than that subsequently found to characterize him. It was at this time that he was recommended for the group of "rapid learners" at Speyer School.
On September 28, 1936, at age 9 years 5 months, a Stanford-Binet test given L by Donald MacMurray, a graduate student, showed him to have a Mental Age of between 17-10 and 18-4, and an IQ of from 189 to 195.
On January 18, 1939, a Revised Stanford-Binet (1937 form) given L by another graduate student showed him to have a Mental Age of 19-6, his Chronological Age then being 10-8. The IQ thus determined was 183.
More dependable is a similar measure made May 5, 1937, by an expert in the Guidance Laboratory at Teachers College (Rosalind Blum). At Chronological Age 10-0, with the Revised Stanford-Binet (1937 Form 1) L's score was Mental Age 19-11, IQ 199. Certain details in the report of this test are worth reproduction here.
GUIDANCE LABORATORY REPORT OF L
Date of birth: May 6, 1927 CA 10-0
Date of test: May 5, 1937 MA 19-11
Test: Revised Binet, Form L IQ 199
L earned a basal age at Superior Adult I Level. At Superior
Adult II Level he successfully completed all the items except
interpretation of one of the proverbs. At Superior Adult III
Level one more test was passed—Orientation.
L was friendly and coöperative throughout the test. Although he had never seen the examiner before, he made an excellent adjustment to the testing situation. Throughout the test he indicated a genuine desire to be as accurate as possible. All his responses were given in great detail and he always told much more than was necessary in order to earn credit.
Psychometrically L ranks in the top tenth of one per cent of the population. His intellectual development is very superior. His level of comprehension, vocabulary, memory, and verbal ability are outstanding. He displayed excellent insight into his work and spontaneously criticized his own performance. When difficult items were presented, he frankly admitted that he could not respond accurately. He was persistent in his efforts and devoted excellent attention at all times. He has a good understanding of the limits of his ability. . . .
It is impossible to recommend appropriate school placement for this boy, since such ability as he possesses appears in about one out of every million individuals. . . . His emotional, educational, and social adjustments will always be difficult because of his advanced intellectual development. . . .
L has acquired a wealth of information. We can be sure of one thing—no matter where this boy attends school, no matter what the teaching devices are, he will always learn new facts and instruct himself. Such intellectual curiosity as this boy possesses will always be satisfied because of his own drive to acquire both information and skills.
A further picture of L's ability at an early age is given by his scores in two CAVD Intelligence Scale records, made under the supervision of Leta S. Hollingworth. The first of these was made by L in November-December, 1936, at the age of 9 years 6 months. His score (Levels M-Q) was 392 points, which is noted as "equivalent to a good score for tenth-grade pupils who plan and are encouraged to go to a first-rate college."
The second CAVD score (Levels M-Q) was made in the spring of 1939, at the age of 11 years 10 months. His score was 416 points—a score which is median for Teachers College M.A. candidates and also for Yale Law school freshmen. Such a score is at the 3d decile of scores made by Ph.D. candidates at Teachers College, Columbia University. It was made by L while he was still in the elementary grades.
ACHIEVEMENT AT SPEYER SCHOOL
A few records of scores on the New Stanford Achievement Test will show the remarkable academic work of this boy from the age of 9 years 6 months to 12 years 6 months.
SUBJECT December 4, December 6, December 12, December 4,
1936 1937 1938 1939
Age Grade Age Grade Age Grade Age Grade
Paragraph Meaning 17-8 11.7 18-5 UM UM UM UM UM
Word Meaning 15-8 9.7 17-11 UM 17-8 UM 18-8 UM
Dictation 15-6 9.5 17-6 UM 17-8 UM 18-2 UM
Language Usage 15-9 9.8 16-10 UM 18-8 UM 19-2 UM
Literature 13-9 7.9 16-2 UM 16-6 UM 16-8 UM
History and Civics 14-4 8.4 15-0 9.0 16-5 UM UM UM
Geography 17-6 11.6 19-2 UM 17-8 UM UM UM
Physiology and Hygiene 15-4 9.3 19-2 UM UM UM UM UM
Arithmetic Reasoning 14-1 8.2 19-2 UM 17-8 UM UM UM
Arithmetic Computation 14-10 8.9 17-4 UM 17-11 UM UM UM
Average 15-6 9.5 17-6 UM 18-2 UM UM UM
At the time of the first of these achievement examinations, age 9 years 6 months, L's achievement already exceeded the status of high school freshmen. After this his work could not be measured (UM) by grade standards. Progress was still possible, however, in the subject in which his initial scores were relatively lower. All but one of these were brought up to an "unmeasurable" point during the second year. For such a child the time spent on drill in the fundamentals would be sheer waste—and yet he is too young to go to high school with children half again as old as he. In Speyer School he entered actively into the enrichment program and was intellectually easily the leader of the group.
The following chart shows, through scores in Modern School Achievement Tests as of February 13, 1936, L's comparative status with respect to normal expectations for his age and also with respect to the average status of the class of gifted children which he had just joined in the experimental school at Speyer.
FIG. 13. COMPARATIVE EDUCATIONAL ACHIEVEMENT.
[The Y axis is labeled "Grade," while the X axis shows subjects. Line 1 is L's scores, Line 2 is the Class Median, and Line 3 shows the Average Scores at "L's" Age. L's scores are always higher than the Class Median, which are always higher than the average scores. The scores for these 3 are as follows (respectively): Comprehension, 9+, 6.5, 3.2; Reading Speed, 6, 5.5, 3.2; Spelling, 6.8, 5.6, 3.2; Language Usage, 9+, 5.8, 3.2; Arithmetic Computation, 6.5, 4, 3.2; Arithmetic Reasoning, 7.5, 4.5, 3.2; Health Knowledge, 8, 5.2, 3.2; Elementary Science, 9+, 4.7, 3.2; History, Civics, 7, 3.7, 3.2; Geography, 8.6, 3.5, 3.2.]
Young L's erudition was astonishing. His passion for scholarly accuracy and thoroughness set a high standard for accomplishment. He was relatively large, robust, and impressive, and was fondly dubbed "Professor." His attitudes and abilities were appreciated by both pupils and teachers. He was often allowed to lecture (for as long as an hour) on some special topic, such as the history of timepieces, ancient theories of engine construction, mathematics, and history. He constructed out of odds and ends (typewriter ribbon spools, for example) a homemade clock of the pendular type to illustrate some of the principles of chronometry, and this clock was set up before the class during the enrichment unit on "Time and Time Keeping," to demonstrate some of the principles of chronometry. His notebooks were marvels of masterly exposition.
Being discontented with what he considered the inadequate treatment of land travel in a class unit on "Transportation," he agreed that time was too limited to do justice to everything. But he insisted that "at least they should have covered ancient theory." As an extra and voluntary project "he brought in elaborate drawings and accounts of the ancient theories of engines, locomotives, etc."
Subsequent to a visit to the school by an assistant superintendent associated with its work, L addressed to this dignitary the following communication. He was at that time 10 years of age.
November 30, 1939
Dr. ——— ———
Assistant Superintendent
500 Park Avenue
New York, N. Y.
Dear Dr. ———:
Several of my classmates have informed me that you questioned them as to the relationship of Archimides to our unit on "Music, Art, and Literature." We are not confining ourselves to Music, Art, and Literature, but are also studying the background that helped to produce this culture. We feel that the only way that we can acquire a full view of this is to study contemporary contributors to the advance of civilization. I, being greatly interested in mathematics, volunteered to deliver a report on Archimides who was famous for his mathematical research.
But this is not the only way Archimides is related to our unit on "Music, Art, and Literature." In the act of writing any great piece of music a knowledge of mathematics is essential. Also in any good work of art it enters into the form of perspective without which a drawing is apt to be void and lifeless. Therefore Archimides has been included in our unit.
I hope that you will soon visit our classroom again for all the children enjoy the talks you often give them.
Respectfully yours
(Signed)
HIGH SCHOOL RECORD TO DATE OF WRITING
L entered Bronx Science High School in February, 1940. This high school selects its students on the basis of a competitive examination. No classification on the basis of ability is made after entrance to the school.
L's final grades for the first term, closing June, 1940, are:
English, 95; Social Studies, 99; Mathematics, 100; Science, 99;
Average, 98.25.
The judgment of his supervisors and teachers is shown by the following quotations from comments about him, as of June, 1940. [2]
He is an excellent student. My only criticism of the boy is that he is too mature. He should be more of a nuisance. As I see it, our problem of adjustment here for L is to make him more of a real boy. Dr. M, Administrative Assistant.
He is a wonderful boy, and that covers everything. Mr. C.,
Social Studies.
L is the best boy I have had in all of my teaching experience, and I have taught in the New York City schools since 1913. He is the only boy I ever gave 100 as a final mark.
He knows rules of trigonometry that he never has had in school. Mr. W, Mathematics.
I first became acquainted with L when he walked into my office last term and introduced himself. He said he was trying to make up his mind between Science High School and Townsend Harris. He had decided the most sensible way was for him to visit both schools and then make his decision.
He is a most unusual youngster. We found he surpassed any child in the class. I am going to discuss with his next term's teacher what modifications can be made of the required work. It won't be a matter of skipping anything. L needs to cover all the subject matter taught. He can profit from experience in manipulative situations in the laboratory. We may be able to arrange additional laboratory periods which will give him an opportunity to work out his own problems. His classmates look upon L as something of a genius. Mr. Z., Head of Science Department.
L feels that the school he chose is a good one and is well suited to his purposes, because the teachers are very good, the school teaches the subjects he wants to learn, and he is not hampered by the excessive size of the school. By way of improvement he suggests "More mathematics equipment and class formed according to students' ratings, smartest ten, say, in first class, etc."
In addition to his work in this school, and to his earlier school work, L has gone to Hebrew school about nine hours a week for four years, and has just been graduated therefrom with first honors. He reports many hobbies and outside interests—such as making model airplanes, doing science experiments at home, reading, using the microscope, collecting early American Money and stamps. He does not do much outdoor playing—"Not because I do not want to play outdoors but because I lack the time and the companions. My favorite sport is swimming because it is both enjoyable and good exercise. . . . I very seldom take part in any organized athletic games except baseball for two reasons: first, I don't like to be disciplined and, second, I do not like games where a person's brawn is more important than a person's wit."
L and a friend have started a supply service in the high school, buying at wholesale and selling to students at retail prices. For this privilege, 20 per cent of the profits they turn into the General Organization carfare fund for needy students.
L's chief criterion in choosing his outside activities is their educational value. "By making model airplanes I can find out more about scientific principles of flying. . . . Any experiments in science I make may help me to advance my scientific knowledge. . . . I am doing some experimenting in soilless gardening as a scientific hobby. . . . I believe that stamps should have real interest behind them and not money value alone. . . . I do not play any musical instruments although I was drafted into the high school glee club by the music teacher. I would rather work on amateur radio if I had the money. I like music but I can't make it." L wants to take stenography and typing in night school. "It will come in handy in high school and when I get to college I may be able to get a job with some professor."
LATER TESTS AND INVENTORIES
In connection with the inquiry into L's adjustments upon entering high school, Dr. Pritchard has also given him several further tests and inventories, the results of which are as follows.
On CAVD (Levels (M-Q) his score is now 427 points, which is in the 7th decile of the Ph.D. Matriculants at Teachers College.
On the Strong Vocational Interest Blank L's A (high) interests coincided with those of physicians, mathematics, chemists, psychologists, and teachers of mathematics and physical science. His C (low) interests were on "most occupations dealing with large groups of people: personnel manager, social science high school teacher, purchasing agent, accountant, sales manager, real estate salesman, life insurance salesman, office worker, Y.M.C.A. secretary." His first choice for an occupation is mathematics teacher on the college level. He dislikes any occupation where there is "little opportunity to discover new facts."
On the Bernreuter "Personality Inventory" the following characteristics were indicated: Emotional adjustment better than average, tends to be alone, rarely asks for sympathy or encouragement, tends to ignore advice of others, seldom worries, rarely substitutes daydreaming for action, tends to dominate in face-to-face situations, to be wholesomely self-confident, well adjusted to environment, solitary, independent, and non-social. The following records were made on the Sones-Harry High School Achievement Test:
Language and Literature, 83
The 99th-percentile score for students completing the
first-term high school English is 75. A score of 83 falls
at the 88th percentile on norms based on 943 graduates from
a large cosmopolitan city high school.
Mathematics, 64
The score at the 99th percentile for first-term mathematics
students is given as 36. A score of 64 exceeds the scores of
98 per cent of the 943 high school graduates cited above,
and 99 per cent of 1156 college entrants.
Natural Science, 61
The 99th-percentile score for students who have had one term
of high school science is 42. A score of 61 exceeds the
scores of 96 per cent of the high school graduates.
Social Studies, 64
The 99th-percentile score for students completing one term's
work in social science is 65. A score of 64 exceeds 90 per
cent of the scores of the high school graduates.
Total Score, 272 points
A total score of 272 points exceeds the score of 95 per cent
of the group of high school graduates from a cosmopolitan
city high school.
On his own initiative, L is investigating the possibilities of scholarships with college work in mind. He says: "I spend between two or three hours a night on homework. I don't need to do this, but I am aiming for a scholarship and taking it very seriously."
[1] This chapter was written by H. L. H.
[2] This section is an abbreviation of an account courteously provided by Dr. Miriam C. Pritchard, who made a follow-up study of L's first-term adjustments in high school.