The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1911-09-03
EXCEPTIONAL Children;
Needed Legislation
BY ]. P. NEFF,
SUPERINTENDENT Of the Staunton Civ Schools.

Staunton City Schools.
loved and allied subjects and not be
discouraged by his failure in subjects
which nature has not endowed him
with, but which are found in the gen
eral curriculum
In this discussion. we must distin-
gu.sh between the precocious child
who. like Bryant. continues to grow
In mental vigor to the maturity of
ripe old age and the precocious child
who soon reaches the limita tons for
development.
Children Decidedly Deficient in Abil-
ity and Capacity.-These must clearly
be distinguished from children whose
physical defects prevent them from
doing normal work They may be
classed as feeble minded: they are alb
normally sluggish or unbalanced We
must also distinguish here the child
whose mind is slow. but strong, from
the child whose mind Is slow and
stupid. The former calls for patience
and encouragement with great reward
therefor the latter calls for special
treatm
These children should have separate
and special schools for their own sake
and for the sake of the others. For
Jheir own sake. because they need
special treatment and care. less work
in scope and in quantity. and due al
lowance for the manner in which the
work is done and the quality of
achievement. Some can only be tram
ed. not educated. and they will re-
quire much manual training. II Is un-
reasonable to expect them to do nor
NAL work, and positively cruel TO at
tempt TO compel them to do work
along with other children or criticize
them for their shortcomings. Jnfa-
vorable comparison discourages and
disheartens even to the point of de-
spair.
In trying to compel these children
to do what they cannot do. we place
them where they will not do what
they. under the right circumstances.
could do and would do
Need Separate schools.
To relieve society of the burden and
menace of these IN mature life and to
enable them to be self supporting and
trustworthy citizens, separate schools
must be provided for them.
For the sake of the normal pupils,
they should have separate schools. for
the average pupil loses time while he
waits for the laggard. The teacher
waits for answers that never come,
for work that is never done She must
explain over and over again while the
class loses interest and attention
wanes. The real opportunity for most
efficient work in the school is lacking
because the surplus time above mere
routine is wasted ~ the laggard.
II is not the loss of opportunity to
do the last and highest work for the
pupils as whole, il is not the loss
Of time waiting for answers that new
er come that does the greatest in
jury to the average pupil The most
irreparahle damage comes from the
average child lapsing into the habits
of the subnormst child. stunning his
work and eN,using himself because the
teacher accepts indifferent work from
the child who cannot do any better
Il don't know" is phrase that is as
bad in Its influence as it is common.
The example permeates the school
The expression should bring a blush
and discomfort. but with some It has
become a habit and can be said with
grace and good feeling. Few children
can resist the influence upon the school
OF four or five who invariably fail.
Children Who Have Pronounced Ply
s!cal Defects.-The school authorities
are sometimes responsible for physical
defects; school conditions sometimes
cause them. The school should be both
defect. the duty OF the school is to
recognize il. make provision for 1t and
correct II II possible The province
of the school being TO prepare the child
for life, 1t must train him and develop
him in his physical as well as his
mental nature. Moreover 1t has re-
Gently been rediscovered that physical
defects affect the child's mental and
moral characteristics. Narrow the
Ideal of the school to intellectual de-
velopment and. in self -defense. II must
still give heed to the physical con-
dition Of the child
Physical defects may he divided into
two subheads: Those which interfere
with the acquisition and expression Of
knowledge. personal activity or self
expression Of any kind and those
which directly impair the intellectual
powers. Under the first head it is
clearly apparent that visual. aural and
linGual defects should be noted: also
cripples must be included. For many
years the State has recognized and
assumed its obligation with respect
to these classes by providing schools
for the deaf. the dumb and the blind,
and in some municipal centres for the
crippled also
unner the second head are embraced
such defects as adenoids, hypertrophied
tonsils. decayed teeth, anaemia and
tuberculosis. The first two starve the
brain cells. undermine the physical
health and lead to moral DELINQUENCY:
the third induces disease by cultivating
and tr9 -.