The book opens with a comprehensive exploration of the concept of intellectual genius, tracing definitions from ancient philosophy to early scientific studies of eminent adults. The author contrasts historical reliance on reputation with modern psychological measurement, emphasizing Binet's revolutionary contribution to determining natural intellectual caliber in childhood.
Following the introductory orientation, the author presents twelve detailed case studies of children who tested at or above 180 IQ on the Stanford-Binet scale. These chapters document family backgrounds, preschool histories, school achievements, physical measurements, character traits, and teacher judgments for each individual child.
The detailed case histories reveal consistent patterns of early development, including very early walking, talking in sentences, and self-taught reading by the age of four. Physical development is generally superior, though subjects frequently encountered friction with school structures that failed to accommodate their advanced mental capabilities.
A recurring theme across the biographies is the profound social maladjustment experienced by children of such extreme intellectual rarity. Because their mental age vastly exceeded their chronological age and physical size, they often struggled to find appropriate peer groups, faced skepticism or malice from educators, and experienced isolation.
The final section of the monograph addresses the general principles and implications of very superior intelligence. The author discusses adult status and personality ratings, the problems of work, play, and conformity, and the specific difficulties encountered by gifted girls. Special attention is given to the elementary schooling of bright children, curriculum enrichment, and the necessary transition between elementary and secondary education.
Throughout the work, the author argues for a constructive, national welfare perspective on the education of unusual students, advocating for institutional flexibility rather than rigid lockstep schooling. The monograph concludes by underscoring the urgent necessity of providing appropriate educational environments so that exceptional minds are not wasted.
