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Ostwald was asked by the Japanese Ministry for Education about 1900 [1]; what are the criteria for creative pupils and students and how to find them out early? In order to give a reasonable answer , he studied the development and life of outstanding researchers of the 19t century. In his book Grosse Manner ( Great Men), Studien zur Siologie des Genies" [2] he analysed psychoanlytically Humphry Davy (chemist), Julius Robert Mayer ( physician), Michael Faraday (chemist), Justus Liebig (chemist), Charles Gerhardt (chemist), Hermann Helmholtz (physiologist, physicist). At first Ostwald described their early "curriculum vitae". H. Davy made experiments, but did not learn Latin language and he was a bad school-boy. J. R. Mayer was excellent in mathematics, but not in classical languages. M. Faraday was an autodidact and was happy to become an assistant of H. Davy. J. Liebig experimented in the laboratory of his father, however, left the gymnasium in the premature age of 15 years. Ch. Gerhard was a clever school-boy and went in the age of 15 years to the polytechnicum Karlsruhe. H. Helmholtz was a sickly child, had an excellent teacher in mathematics and started in the age of 17 years at the medical Friedrich-Wilhelm Institut. Ostwald's conclusion was: nearly all great men he studiedwere bad school-boys and don't like mental authority and learning of old languages instead of natural sciences. Their social background was mostly middle-class or lower-class, but not from the aristocratic upper class. The criteria for early recognition of creative talents Ostwald presented on the celebration for the

On the Occasion of the 150th Birthday of Wilhelm Ostwald Three Essays on his Discoveries and Proposals