The study considers broader issues of language in relation to high intelligence in primary school children. Section 1 reviews the views of several theorists regarding the relationship of man's ability to think and to speak. Section 2 considers theories of intelligence; while Section 3 looks at types of intelligence quotient tests (including the group test and the individual scale). A fourth section addresses the nature and identification of giftedness. Also discussed are the definition of creativity, characteristics of the creative, and the encouragement of creativity. Section 5 highlights the differences between talking, reading, and writing as linguistic modes of expression. Some of the problems related to children's language and to teacher's handling of language-based activities are considered. Section 6 reviews some techniques used in programs for the gifted, and describes the writer's program which consisted of a series of "starters" from which the children could proceed to speak and write. Section 7 offers some proposals regarding possible categorizations of the high IQ children's written and oral responses. An eighth section considers some of the influential factors on linguistic achievement and scholastic success. The final section contains an overview of provisions for the gifted in the United States and in the United Kingdom, and makes recommendations based on findings. (SW)