Chapter TEN: Child G

Child G is a boy, born in Brooklyn, New York, May 26, 1923. Records of his test scores that are available date from 1930, at which time he was 6 years 6 months old. A record of his development has been kept by his parents, who take an unusual interest in educational problems. They have freely and intelligently coöperated in the frequent objective examination of G, and have consulted with teachers concerning problems of adjustment and educational development.

FAMILY BACKGROUND

G is of Hebrew parentage, and all four of his grandparents attended Hebrew school. His paternal grandfather was a tailor, his maternal grandfather an installment dealer. G's father is a lawyer; in an Army Alpha test he made a score of 178 points. His mother, before her marriage, was a typist and stenographer. There are among the relatives a doctor, a lawyer, a rabbi, a college professor. A cousin stood highest in a city-wide achievement test given to public school pupils in New York City. His only brother, younger than he and the only sibling, has an IQ of 150-155 (see [below, [G'S BROTHER'S RECORD]).

EDUCATIONAL HISTORY

In January, 1934, Edna W. McElwee published a preliminary account of G's school achievement up to that time. [1] A few months later G's father published an account of the boy's reading interests. [2] Data recorded in these two reports have been made use of in the present chapter. [3]

G learned to read before going to school, but at this time his parents did not realize that he was exceptional. After a term in kindergarten he was promoted to Grade 1A, after a few weeks to 1B, and then to 2A. At the end of the term he was placed in 3A. Then he was doubly promoted each term for a time, entering the 6A grade at the age of 8 years 6 months. The principal reported:

He absorbed information easily and quickly and, regardless
of the grade in which he was placed or the length of time he
had been in the grade, his work and his ratings were always
much beyond those of his classmates.

During these early years G preferred being alone with his books to playing with other children. His parents intelligently sought advice on the correction of this and encouraged him, successfully, to play with other children, first with those younger than he, and then with children of his own age. He made a ready adaptation, and in time had a group of boys with whom he played and who were sometimes invited by his father to accompany them on Saturday afternoon excursions. He developed an interest in all sorts of ball games and became a good swimmer.

G read widely, and his parents from the beginning exercised some supervision over the character of the books provided for him, and they read to him at bedtime, about an hour daily. There were included in his reading not only a large selection of children's books and stories but also books of history, mythology, biography, poetry, science and art.

The Saturday excursions to places of interest were a regular institution, and these interests were readily tied to G's reading. Among the places thus visited were the zoo, botanical gardens, aquarium, navy yard, fleet, airport, museums, art galleries, Hall of Fame, numerous factories and industrial plants, fire department, public utilities, observatories. Plays and concerts were attended, and good taste in music was encouraged. Educational use was made of radio programs. G learned to play the violin and joined the school orchestra. At his own request he was given private instruction in Hebrew and made good progress.

At an early age--7 or 8 years--G became interested in chemistry, and was provided with a chemical outfit for his own use. With this he busied himself a great deal, and he kept his classmates provided with ink of his own manufacture. He has collected both stamps and coins and also _Popular Science_ magazines.

There is in the files a large collection of his remarks in childhood, recorded by his parents. They show early thoughtfulness, curiosity, and judicious discrimination.

Of G's later educational experience Miss McElwee wrote as follows: "At eight and a half years of age he was transferred to P.S. 208, Brooklyn, where he entered the 6A group of the Individual Progress class, which had been organized for superior children. The method of instruction had been modified and the course of study enriched to meet the needs of the pupils. . . . Tests of educational achievement given in October, 1931, soon after he entered the class, showed that his grade placement was 7.4 and his achievement quotient 86. Similar tests given in May, 1932, indicated that his grade placement was then 10.3 and his achievement quotient 97. In those seven months he had completed three years of work. . . . By January, 1933, he had gained another year and a half, and was maintaining his achievement quotient. In other words, at 9 years of age he was doing as well as a junior in high school."

His father wrote to the school at this time:

We are happy to tell you that G is full of his school work
and is very contented with the present curriculum. Inasmuch
as he has always complained until this term of lack of work
at school and always considered his school work a necessary
evil, we feel very grateful to you for his increased interest
and happiness.

EARLY MENTAL TESTS

The first recorded measurement of G's mental ability is found in a report from the Educational Clinic of the College of the City of New York, where he had been taken by his father for a private examination. The report is made by Elise S. Mustor, Assistant Director, as of January, 1930. G was then 6 years 7 months old. His Mental Age was found to be 10-9, and his IQ is reported as 163. This report also gives numerous other details which may be summarized in the following tabulation.

REPORT OF G, JANUARY, 1930

Chronological Age 6-7
Mental Age 10-9
Intelligence Quotient 163
Height (with shoes) 48.5 inches
(About 3 inches above the
median for his age)
Height 59 pounds
(About 5 pounds above the
median for his height)
Reading comprehension Median of 5th Grade
Arithmetic reasoning Median of 4B Grade
Arithmetic fundamentals Median of 3A Grade
Perception of form and physi- Ranges from 7th- to
cal relationships 12th-year level
Auditory rote memory 10-year level
Vocabulary 10-year level

Physical condition: Well nourished. Tonsils and adenoids
removed. Breathing unobstructed. Teeth good. No defects
of heart, lungs, acuity of vision or hearing.

At the clinic his social responses were good. He was well poised
and unassuming; showed very fine effort and application.

LATER TEST RECORDS

_1931_. G was given a Stanford-Binet examination by Leta S. Hollingworth in May, 1931, within a few days of his eighth birthday. He achieved an IQ of 192. The following comment is included in the record:

The increase over the IQ obtained at the age of 6 is not
unusual for a very young, very bright child, although it would
be very unusual for an average child. I shall be glad to test
G again when he is about 12 years old, and when he is 16 years
old. Also his little brother.

_1933_. On April 5, 1933, at the age of 9 years 10 months, G was again tested by Leta S. Hollingworth, perhaps as a class demonstration. He was then in Grade 7B and his IQ is recorded as 176 plus. The following comment is made:

Children of G's present age can no longer be reliably measured
in terms of IQ by any existing test if they have previously
scored above 185 IQ. . . . The IQ of 176 plus merely informs us
that the test has begun to "run down" in his case. . . . Next
time we test him we shall have to use a test scoring in
_points_ only, which will place him on the centile scale for
adults. . . . His physical measurements correspond closely to
the norms for boys of about 11 years.

_1934_. There is in the files a Stanford-Binet record of G taken by Leta s. Hollingworth, March 19, 1934. His age was then 10 years 10 months and he was in Grade 8B in P.S. 208, Brooklyn. He passed without error all the tests in the scale (Average Adult and Superior Adult).

_Miscellaneous records_. In the McElwee report already cited the following scores are recorded, on a variety of scales, covering a two-year period (1931-1933).

DATE TEST AGE SCORE

May 5, 1931 Stanford-Binet 8-0 192

Oct. 7, 1931 Porteus Maze 8-5 12 years
Healy Picture Completion 13 years
Porteus Form and Assemblying 8 years
Thorndike-McCall Reading: Form B 6B Grade
Stanford Achievement Test: Form A,
Arithmetic Computation 8A Grade
Trabue Language Completion, Alpha 15-10 years

May 18, 1932 Elementary Reading, Los Angeles,
Form 3 9-0 12A Grade
Arithmetic Fundamentals, Los
Angeles, Form 4 9A Grade
Woody-McCall Spelling, List 5 9B Grade
Trabue Language Completion, Beta 16-4 years

Jan. 6, 1933 New Stanford Achievement Test
Form V 9-8 18 years

Apr. 12, 1933 Powers General Science Test: Form A
(25 per cent of first-year high
school pupils exceed this score 9-11 62 points
at end of one year instruction
in general science.)

Apr. 26, 1933 Kent-Rosanoff Association Test 9-11 9 Individual
Reactions
Woody-Cady Questionnaire indicates
supersensitiveness--thinks people
look at him, make remarks about him,
find too much fault with him, etc.

The New Stanford Achievement Test score of 18 years of Educational Age, achieved at the Chronological Age of 9 years 8 months, broken down into detailed sections, was as follows:

EDUCATIONAL AGE
Paragraph Meaning 17-8
Word Meaning 18-8
Dictation 16-0
Language Usage 17-2
Literature 16-8
History and Civics 19-2
Geography 20-4
Physiology and Hygiene 18-5
Arithmetic Reasoning 19-2
Aritmentic Computation 17-8

Average 17 years 11 months

The examiner remarks: "Using the IQ of 192, his Mental Age would now be 18 years 5 months. This would give him an Achievement Quotient of 97.3 per cent."

TRAITS OF CHARACTER

At the age of 10 years G was described by his school supervisor and parents as prudent and self-reliant, with will power, desire for knowledge, wish to excel, and originality. He was conscientious, truthful, cheerful, sympathetic, and had a sense of humor. He was modest about himself and his achievements, did not like bragging, and reproved his younger brother for such conduct. At this time he wore glasses for an error of refraction, had "a slight speech impediment and a nervous mannerism." He always wanted to do things as well as possible. He set out to improve his poor penmanship by learning manuscript writing. He was full of questions about scientific aspects of the things and processes he saw about him. He had a reliable and alert memory, even for incidental observations.

PHYSICAL MEASUREMENTS

The physical measurements referred to in the 1933 mental test ["LATER TEST RECORDS, _1933_"] are as follows:

G NORMS

Standing height (in
stocking feet) 53.8 inches 53.6
Sitting height 27.7 inches
Weight (ordinary indoor
clothing except coat) 78 pounds 66.9
Right grip 14, 11, 10 kg.
Left grip 9, 9, 9 kg.

On August 2, 1937, there is a record of height and weight at the age of 14 years 2 months, as follows:

G NORMS

Height (stocking feet) 63.7 inches 61.0
Sitting height 33 inches
Weight (no coat or shoes) 121.5 pounds 94.9

HIGH SCHOOL RECORD

By February, 1937, G was finishing his sixth term in Erasmus Hall High School, Brooklyn. In the first five terms his work had averaged 90-95. Regents' marks to that date were:

French, two years 95
Plane Geometry 100
Intermediate Algebra 98
European History 91

In June of 1935 he had won first prize in "an algebra contest for the entire grade of his school." During the first four terms he had ranked fifth in scholarship and in the fifth term he tied for second place. A letter from his father records that:

In June, 1934, he scored 174 on the Terman Group Intelligence
test which was given to 27,573 boys and girls, graduates of
the elementary schools, public and parochial, who applied for
admission to the high schools in New York City, this score
being the highest reached, and was referred to, though of course
not by name, in John L. Tildsley's "The Mounting Waste of the
American Secondary School," at page 3 thereof.

A letter from G dated July 5, 1938, records his graduation from high school at the age of 15 years. He there says:

At present my interest lies along abstract lines; mathematics,
chemistry, and physics are my favorite subjects. The occupation
I would like most to enter when my schooling shall be finished
would be mathematics. However, I see no chance for a job in
this field for research work as there is in, say, chemistry.
Hence I feel uncertain as to whether I shall make mathematics
my life work or whether I should specialize in one field or
another of chemistry, my second love.

There is a copy of the principal's statement "In Re Qualifications of G, Candidate for Scholarship," at the close of his high school career. It is worth quoting here as a record of the judged characteristics of this 15-year-old boy whose thoughtful letter, just quoted from, shows his serious concern over the theoretical and practical possibilities of the various fields of his interest.

PRINCIPAL'S STATEMENT IN RE QUALIFICATIONS OF G,
CANDIDATE FOR SCHOLARSHIP

_Native ability_. Intelligence Quotient 174 on Terman Test given
at Erasmus Hall, the highest ever reached here; ranks fourth
in a grade of 712 in scholarship.

_Personality_. Pleasant and helpful; well liked and respected by
students and faculty; always agreeable, willing, eager to
help others.

_Loyalty_. Loyalty is unquestioned; fine home background
contributes to high ideals; his good example has inspired
loyalty in others.

_Coöperation_. Has given much time to clubs, to tutoring
students, and to giving clerical assistance in offices.

_Integrity_. Commended highly by teachers for uprightness.

_Leadership_. An active leader in many school activities; has
strong initiative and unusual resourcefulness.

_Thoroughness_. Class and extracurricular work characterized by
unusual care and thoroughness; carried through many long-term
assignments with a minimum of supervision.

_Originality_. Outstanding characteristic; while working in
his grade adviser's office he devised a new and superior
arrangement for finding the official classes of any one of
800 students in the grade.

_Partial list of activities and honors_. Program Committee, five
terms; Office Service, seven terms; Little Symphony, two
terms; Orchestra, five terms; Arista, four terms; Junior
Arista, three terms; String Ensemble, two terms; "Dutchman"
Staff; "XYZ" Mathematics Tutoring Club, three terms; prize,
Geometry Contest; prize, Safety Essay contest; medal,
Algebra contest.

_Comments by teachers_. "Very efficient and reliable." "Very
good assistant." "Fine work on Arista Membership Committee."
"Fine boy, earnest, and willing worker." "Brilliant mind."
"Diligent worker."

In June, 1938, upon graduation from high school, G was awarded a scholarship in Harvard University, which he entered in the ensuing academic year.

G'S BROTHER'S RECORD

A brother younger than G and his only sibling was tested at the age of 5 years 6 months at the Educational Clinic, College of the City of New York. His IQ (S-B) was 151. Other scores were:

Goodenough Drawing 6.0 years
Porteus Maze 5-6
Pintner-Patterson Performance 6-6
Stenquist Mechanical Assembly 6-0
Gates Primary Reading Scale 1B Grade
Stanford Achievement: Arithmetic 1B Grade

This child was also measured by Leta S. Hollingworth in February, 1933, when he was at age 6-10, and the Stanford-Binet IQ was 152. Other measures made at that time were:

Standing height 50.75 inches
Sitting height 27.75 inches
Weight 78.25 pounds
Found "left-handed"

A letter from the father dated June 24, 1938, reports that G's brother "graduated from public school this week (age 11 years 6 months). He was awarded one of two history medals given in a class of 134. In the Terman Group Test given to about 1000 applicants he scored 153, which is the fourth in the group. The first one in the group was 156."

[1] McElwee, Edna Willis. "Seymour, a Boy with 192 IQ." _Journal of Juvenile Research_, Vol. XVIII (January, 1934), pages 28-35.

[2] "The Reading of a Gifted Child." By his Father. _Journal of Juvenile Research_, Vol. XVIII, No. 2 (April 1934), pages 107-111.

[3] This chapter was written by H. L. H.