The following brief summaries of the achievement and adjustment of these twelve children may serve to suggest a few general principles that are applicable to other cases as well. [1]
SCHOLASTIC ACHIEVEMENT AND EDUCATIONAL ADJUSTMENT
Child A. This boy showed signs of precocity before his second year, reciting, classifying, and playing with words and letters; and before the age of 3 years showing interest in rhymes and stories. From first school entrance suitable placement was a recognized problem, and by the time A was 6 years old he was brought to a college clinic for educational guidance.
Throughout elementary school A was a trying problem, lacking interest in the routine program. He was behind his mental level in handwork and was not motivated to do his best work; he fitted poorly into social activities. Character traits were highly approved, except perhaps for independence and obstinacy. He resorted to imaginary lands, reading, and science and mathematics as forms of play.
The case was not followed far enough to show his final educational achievement, although it is known that he went through high school and entered college.
Child B. This girl was occupied with words by the time of her second year. Her ability was not early recognized by the schools she attended, although she passed seventh-grade standards while still in the fourth grade and her marks were always high. As she had marked social interests and aptitudes, this educational misplacement caused no serious trouble. When eventually "skipped," her size and poise kept her from being conspicuous, although the youngest in the class. She was apparently a natural leader, and in addition to the usual preoccupation with reading she had as an outlet the groups and clubs she organized.
Since she was followed only to high school, her final educational adjustment is not known.
Child C. This boy learned to read "almost as soon as he talked," and read fluently before beginning school. He was at once recognized as "odd," but in spite of perfect work he was not advanced and his ability was unappreciated by his teachers. At 9 years 6 months, with a mental age of 18, he was still in the fifth grade. He was very unhappy until the principal sought educational advice on his case and he was admitted to a segregated experimental class for rapid learners, where he quickly became adjusted and was an enthusiastic scholar.
Personal traits made social adjustment faulty, but he persisted in his educational career against heavy economic handicaps, finished high school and college with honors, and completed the medical training that admitted him to the profession that had been his ambition since childhood.
Child D. This boy was reading before he was 2 years of age, and was also interested in numbers and relationships. He made social contacts even before entering school by publishing a playground newspaper. As an exception to the prevailing rule, this boy's ability was early appreciated by his parents and it was recognized by his teachers as early as kindergarten.