Every evening, Wilmington daily commercial., 1921-01-29
Special Schools For
Gifted Children
ny Frederic .. Hask,n


ed child needs q special kind Of school
ing, just as much as the defective child.
II ne is TO reach his full usefulness. Is
An idea which Is gaining recognition In
this country.
In Germany, II appears. Il has been
fully recognized. american educators
are studying the German system Of
schools for gifted pupils. The Bureau
Of Education ia giving special attention
to the problem. In few American
cities tentative efforts haye been made
20 establish special schools or classes
for the gifted
The argument for such schools is
this. Among school children is a GER
tain percentage VINO ars highly and
specifically gifted. They are the chill
oren who viii, or at least may, become
artists. writer's, composers. original
scientific Investigators. leaders In Yari-
ous lines. They represent nothing Jess
than the future creative power Of the
race and Of the nation. II is the work
OF such people that makes a civfliza-
tion. The rest merely carry on what
the creators start.
Surely. then. these children are
worthy OF special attention. Surely an
Intelligent nation win make every ef-
fort to find them out and help them
along. Yet this has never been done IN
this country.
IL is useless 20 pretend that the
regular school course is suited 10 the
gifted child. Tt is necessarily ada pied
to the average child. The gifted child
usually suffers IN two ways. In the
first place he does not take 10 the slow
ard plodding routine Of IL. and in the
second place he gets no adequate train
f.s.A NV
gift for drawing. for instance. IS pun
ished for making a cartoon Of the
teacher In the back Of his book when
he should be studying algebra. But II
school system knew how to use its
human material this boy would at
once be out IN an art class, and he
would not be forced TO take great deal
OF mathematics, which perhaps he
could neither use nor comprehend.
Underfed and tubercular children are
piaced in outdoor schools III many cities,
and given suitable attention. The ab-
normally dun child is cared for in a
special class where his cage is studied
and he is taught as an individual 20
that what powers he has may develop.
In an ordinary school room these types
are unable to conform TO conditions.
and are a constant worry 20 the
teacher. 70 they are provided for in
most city schools. But the bright child.
who is just as much in need Of special
attention. and so much better worth
IL. is usually Gisregarded.
The German idea is 20 have the chill
dren who seem brightest to their teach
ers observed for two years and given
tests by board Of examiners and
school superintendents. Those who do
not EkrfsF4afalrsur s~f.
years are dropped from the competi-
ton and put back with the regular
pupils. The survivors are then sent 10
school for gifted pupils and divided
into classes. those who wish a classical
course, and those who are more inter-
ested in course with modern Ian
GGages as a basis.
All this IS purely academic The
pupils are taught the usual high school
subjects. but tho course IL enriched.
and adapted 20 their superior men
tality- Many OF them, presumably, VIII
use the training as a foundation for
university work and become writer's.
scientists and statesmen.
This plan has been tried out IN Ber-
lin now for three years. In the main il
u considered successful, and il ia beins,
extended TO different parts OF the coun-
try The difficulties are in details-the
balns on which candidates should be
selected. and the character of the train
ing 70 be given them.
II ia Interesting 10 note that the
deEirabies ars chosen by intelligence
and psychological tests. Germany has
always been q country where education
progressed from one examination 70
another sxamination-an fact tests.
The new measurement IS entirely diff
ferent. The various cities nave their
own tests. but IN ore city which is
probably typical the candidate is
saugeo according 70 such points as at
tsnsions memory, imagination, thinking
ability, expression through languages.
susceptibility 20 fatigue. disposition and
viii, and power Of observation.
Developing Talents.
The schools for the alI-around bright
children have suggested a need for a
similar system of seeregating those
who are particularly good at one thing
Mathematics, or drawing. or physics
This type is now being provided for in
some German cities with the idea OF
developing talents Of those who may
distinguish themselves IN artistic or
scientific pursuits.
Such children may not be accounted
good students, but If they show some
talent they are given examination in
their line OF interest by a board OF
school officials and specialists IN art,
electricity. or whatever the subject may
be. II the result warrants training.
they are sent to a school for gifted
pupils and given every opportunity 70
blossom out.
This certainly looks like conservation
of brains, but il is 100 soon to tell
whether it viii prove a good investment
for the state. That viii depend partly
on the method of conducting the schools
and partly on the pupils themselves.
II the candidates are selected fairly and
by sensible tests il should be possible
to sort out the best pupils. And II the
schools do fit the course TO the indl-
vidual, instead Of following the accept
ed rule OF shaping the child's mind 20
fit the course, the graduates turned out
should be superior 70 the usual stand
ard product ora modern school system.
It is well known. however. that not
all promising children develop into
brilliant men and women, even when
advantages are given them. What is
taken for unusual intelligence in a
child OF IL may be an extra good menu
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