A STUDY OF LITERATURE ON CREATIVITY IS PRESENTED. CREATIVITY DEMANDS AN AWARENESS OF PROBLEMS, ABILITY TO CONCENTRATE ON THESE PROBLEMS, ABILITY TO TOLERATE, PERHAPS WELCOME, THE TENSION OF AN UNSOLVED PROBLEM. CREATIVE PEOPLE CAN BE YOUNG, AND THEY ARE ABLE TO WORK IN A FREE SITUATION. THEY ARE SELF-STARTING, WITH HIGH INTELLECTUAL ABILITY. THEIR MENTAL HEALTH HAS BEEN DESCRIBED AS RUGGED IN TERMS OF FRUSTRATION TOLERANCE, BUT WITH A DISTASTE FOR INTERPERSONAL RELATIONS. THERE MAY BE AN ORGANIC BASIS TO CREATIVITY TO SOME CONSIDERABLE EXTENT, THOUGH TRAINING IN PROBLEM SOLVING AND BRAINSTORMING SEEMS TO BE OF SOME HELP. BETTER SOLUTIONS TO PROBLEMS SEEM TO EMERGE WHEN THERE IS RELATIVELY LITTLE PRESSURE. THE PROCESS OF PROBLEM IS OUTLINED AS PREPARATION, INCUBATION, ILLUMINATION OR INSIGHT, AND VERIFICATION. THE SCHOOL CAN HAVE AN ACTIVE ROLE ONLY IN THE FIRST AND LAST STEPS, AND PROVIDE A FAVORABLE ENVIRONMENT FOR THE MIDDLE TWO STAGES. GENERAL SUMMARIES ARE GIVEN OF LITERATURE CONCERNING DESCRIPTION AND CRITERIA OF CREATIVITY, CHARACTERISTICS AND AGE RANGE OF CREATORS, RESEARCH ON CULTIVATION OF CREATIVITY. IN EACH CASE SPECIFIC STUDIES ARE CITED. DEVELOPMENT OF CREATIVITY SHOULD BE CONSIDERED AS THE END OBJECTIVE OF EDUCATIONAL PROGRAMS FOR THE GIFTED. CREATIVITY AND THE FOSTERING OF IT INFLUENCE CONTENT OF CURRICULUM, GROUPING, INSTRUCTIONAL METHODOLOGY, AND ADMINISTRATIVE PROCEDURES.