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This study is founded upon the work of Francis Galton, on the one hand, and of Albert Binet, on the other. It goes back to Galtons Hereditary Genius, read as a prescribed reference in the courses of Professor Edward L. Thorndike, in 1912; and to the publication in 1916 of Professor Lewis M. Termans Stanford Revision of the Binet-Simon Scale for Measuring Intelligence. It comprises observations, measurements, and conversations covering a period of twenty-three years, during which acquaintanceships and friendships, every one of them delightful, have been formed and maintained with the twelve individuals who form the basis of the study.

It was in November, 1916, shortly after taking appointment as instructor in educational psychology at Teachers College, Columbia University, that I saw for the first time a child testing above 180 IQ (S-B). I was teaching a course in the psychology of mentally deficient children, and it seemed to me that my class should if possible observe under test conditions one bright child for the sake of contrast. Accordingly, I asked whether any teacher present could nominate a very intelligent pupil for demonstration.

Miss Charlotte G. Garrison and Miss Agnes Burke, teachers in the Horace Mann School, Teachers College, New York City, thereupon nominated the child who is called E in this monograph. E was presented at the next meeting of the class. It required two full classroom periods to test this child to the limits of the Stanford-Binet Scale, which had just then been published. E exhausted the scale without being fully measured by it, achieving an IQ of at least 187. He was on that date 8 years 4 months old.

This IQ of at least 187 placed E in Galtons Class X of able persons; i.e., more than six grades removed from mediocrity. Taking 1 PE#dis# as one grade, it placed him at least plus 11 PE from the norm; for 1 PE (Probable Error) equals 8 IQ, according to Termans original distribution of 905 school children. This appeared as sufficiently striking to warrant permanent recording, since it would rate E as one in a million for statistical frequency, assuming zeal and power of working to be also abundantly present.

I did not at that time have any expert knowledge of highly intelligent children. I had been working for some years in the hospitals of New York City with persons presented for commitment to reformatories, prisons, and institutions for mental defectives. I had tested thousands of incompetent persons, a majority of them children, with Goddards Revision of the Binet-Simon Scale, scarcely ever finding anyone with an IQ rating as high as 100. This thoroughgoing experience of the negative aspects of intelligence rendered the performance of E even more impressive to me than it would otherwise have been. I perceived the clear and flawless working of his mind against a contrasting background of thousands of dull and foolish minds. It was an unforgettable observation.

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This IQ of at least 187 placed E in Galtons Class X of able persons; i.e., more than six "grades" removed from mediocrity. Taking 1 PE#dis# as one "grade," it placed him at least plus 11 PE from the norm; for 1 PE (Probable Error) equals 8 IQ, according to Termans original distribution of 905 school children. This appeared as sufficiently striking to warrant permanent recording, since it would rate E as one in a million for statistical frequency, assuming "zeal and power of working" to be also abundantly present.

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