The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1911-09-03

into ave classes: First. those of
Ted ability and capacity: second.
decidedly deficient in ability
capacity: third. those having pro-
iced physical defects; fourth. those
lecided moral delinquency; fifth.
otto children. Many of the States
made provision for the training
ONO OF these classes. Nearly
| of a century ago. Scandinavia
schools for the feeble minded
rem. Other countries followed
dinavia's example; but our own
try has been slow to make proVl-
for these classes. Virginia has
performed her duty In this re-
/.
large number of these children
educable and nearly all at least
able. so that Instead of being
en- to their friends, menace to
ty, and an expense to the state,
may by training be rendered
st. self supporting. law abiding
Ems. The above named classes
Id an be trained in separate and
al schools-the first class for It's
sake, the other classes for their
sake as we'll as for the sake OF
,al children. The greatest OBJ
on that can be raised against
ed schools is the disadvantage o,
ng the bright. the average and
lull children IN the same class-sli
as consequence. b. provio'
separate schools for those who
decidedly abnormal. this objection
shes: or. at least reduces TO
mum.
Children of Genius.
fldren of Marked Ability and
cjty.-These children are distin-
led by superior mentality. Their
~ must manifest itself in few
many subjects. To be clearly
-entiated from normal children.
must possess such exceptional
riority as TO clearly define them
Using above ordinary children as
and mountains rise above neigh
dicated in pupils of great ability
,g valleys and plateaus. Genius
d.catcd in pupils of great ability
power in one or n few allied
,cts. Pupils who are remarkably
ligent in nearly all subjects pos
those potentialities which enable
by suitable education and train
TO become the constructive, d.
We. administrative leaders in the
rial. social and spiritual worlds
is an open question with argu-
"a on both sides as to whether
withdrawal OF these children
benefit those who are left II
the purpose OF the state to pro-
sohools in order TO educate all
rem I'D to the same dead level.
should be no separate schools
the exceptionally intelligent chill
IL, however, It !s the duty OF
state 10 provide opportunity for
child TO develop to the highest
". efficiency. and perfection TO
h his natural endowments per
him to attain: II It is the duty ~
state to provide the means hy
n each child may realize his po-
ali,tes, his higher self. then 1t is
that the state should provide
rate schools for this class.
.e question Is of'entimes asked
, IN. leader of his class ac college
ever heard from after graduation
or at most is grievous disap-
tment to his friends and pre-
,rs. The question is easily an
ed: The law OF mind, like tho
Of muscle is: development and
18th from exercise" The normal
OF the school does not call forth
highest effort on the part of an
mally intelligent student. AS
II. the students full natural power
ct ouickened. the brain cells are
fully exercised. the highest mo-
and aspirations are not aroused.
habits Of superhciality. careless
and iaziness are formed Adj
ement Gomez IN the life OF an In
lual as we'll as the race. only as
eauence Of high and noble en-
or. The best effort. the highest
avor. is worth everything, 1t
as growth In personality. in ab!l-
and in moral worth.
Depends On Good VIII.
good will is more than senti-
:, more than good intentions. In
to be good. 1t mus. pat forth
possible EFFORT to realize the
Virtue lies not in the achieve
of the good. not in the realiza-
Of the end. but in the perception
light. In correct moral judgments.
he highest motive. and In effort
is sincere persistent and sustain
Likewise school values depend
upon the manner in which the
is performed and the nature and
amount of the effort put forth
upon the actual body OF knowl-
acquired and the ability mani
d.
nee II the most promising chill
are to enjoy the opportunity of
st development; II these treasures
to be saved from indifference and
nation: IL these children. OF great
promise, are to realize their high
selves. separate schools must be
ded where each may do his best
vi he can. and where the poten-
yenius may pursue his few be-