New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1920-09-05

been Oennltely proven tnat Cney snow
mentality very considerably below
that of the average public school chill
dren Of corresponding chronological
city or country. This fact is most i'm
portant for parents to remember, first,
because it disposes once and for all Of
| that most unfortunate confusion Of the
private school with those special
schools which render much needed
service to the mentally backward, or de-
fective; and, second, because it estab-
! fishes the private school as an inval-
liable co6perator with the public school
in that it affords the right opportunity
to those mentally superior children to
whom the factory system does not, and
really cannot, do justice.
When the public schools of the cities
are reduced to units small enough for
teachers really to be felt, and are To-
Gated where there is chance for free
play in the open, say on public parks,
and when those of the country COM
bine into units Of reasonable size so
that justice may be done through spe-
cial groupings to all types Of minds
| inferior, average and superior-then,
and then only, will the private school
be intellectually less valuable than it
| is to-day. Then, moreover, it may
safely be asserted. there will be some
other public service, such as the spir-
itual development Of children, for pri-
waite initiative to render.
Private Schools Discriminate
Not only is it the fact that private
school boys and girls show an average
Of intelligence measurably higher, but
it is also true that children whose in
telligence is below the average are
seldom admitted to the good private
schools. They are referred to special
schools.
The PARTICULAR service Of the private
school, intellectually speaking, is, then,
to provide opportunity for those men
tally superior children whose parents
realize that the public school is not
yet affording the chance needed. The
advantages to these children, and hence
to the public, are too numerous to
give in detail, but they have been ad-
mirably summarized under the heading
Of Opportunity Glasses for Bright
Children" in a book discussing this
whole subject in broad. and UNDER
School Children, by Lewis M. Terman,
professor Of education, Leland Stanford
Junior University. He says of such
classes, which are typical Of the best
private schools, and are included, as yet
in but few public schools, that:
1-They allow children to make
rapid progress without skipping vital
PARTS Of the subject matter:
| 2-They allow q broadening and
enriching of the course of study
because Of the larger accomplish
ments possible to superior minds;
S-They are discouragement to
=
tition is raised and the measure of
child's success depends upon his
relative standing in the class;
4-They insure the mental and
moral training which can cone only
from sustained effort;
5-They furnish an atmosphere
which is intellectually much more
stimulating than chat found in the
average class:
e--since they bring together chill
6ren Of similar age and attainments,
social adjustment.
Glow may The ordinary father and
mother sense superior intellectual en-
dowment?"
This question has doubtless been
running through the minds Of those
readers Of this article, who may be in
spired to give their children the new
life and enthusiasm which come from
The Intellectual awakening and the in
classification Of effort which the oppor-
tunities of the good private school in
spirc in the gifted pupil. In another
place in the same book Professor Ter
man specifies certain qualities which
ere mentioned again and again in re-
plies by parents and teachers to ques-
tons about children of superiori
90 81
dowment are the following:
"Alert beyond his years.: "has such
passionate desire to learn; casks
endless questions; sis interested in
everrything"; '"is ambitious to excel";
gets the highest school marks;
writes such wonderful examination
papers,; "has such fine command
Of language; "has inc reasoning
powers; "shows independence of judg-
ment"; us an original thinker: can
s"ers always to the point; "has a
keen sense of humor": "has unusual
power, Of concentration"; ais more de-
age; conscientious to a fault; "such
lovable child" etc.
Other Symptoms Of Superiority
:, MANY are also described as eXcep-
tionaliy truthful. sympathetic, pener-
GUS. thoughtful of others and endowed
with sense of moral responsibility
wn1ch shows itself in Willingness to
work and to deny themselves for So
ciai ends. Other symptoms of superior
endowment receiving frequent mention
include the early learning of nursery
jin.gles, ease of memorizing, learning
without instruction to count and to
name the days of the week and the
months OF the year, rapidity Of learning
to read, learning to read without in
structlon by means of newspapers, ad-
vertlsements Or telephone books. desire
to write. love Of reading, preference
Tor worthwhile books liking for die
tionaries and encyclopedias, ABSORPTION
with hobbies. such as collections. wire
less telegraphy and educational games.
these indications are mentioned so
often as to appear wellnigh universal
with this class of children"
Professor Terman also disposes,
through extensive studies and tests. Of
the generally accepted idea that there
Is "something queer" about the bow or
girl whose mentality is far above the
average. He gives the following con-
illusions:
l. That intellectually superior chill
dren are apparently not below the
average In general health.
2. That in the vast majority Of
cases their ability is general rather
than special or one-sided.
N