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.