WAS DARWIN WRONG?

Wairarapa Times-Age, 2 November 1940, Page 6

WAS DARWIN WRONG?

n OR ARE WE RIGHT? r THE INTELLECTUAL CHILD - IS NEGLECTED. SCOPE FOR SPECIAL CLASS. Maybe Darwin was wrong, after all, about evolution, writes C.P. in “National Education.” At any rate, mankind works hard against the survival of the fittest these days. We still have hospitals, instead of following Butler’s advice, we have asylums, our inebriates are given a home, Bill Sykes is taught a more conventional trade, and, in his old age, the unlucky punter still has a pension to try his fancy. Finally, the educational world pays much attention to retardates and the mentally deficient. There is a grand sense of achievement in getting Simon Simple, aged eleven, to admit five is next after four, or to push Kate Shortshingle, aged ten, through the first reader. It is hearten- ’ ing to see the two of them, making first- ’ rate progress in light wood-work or sewing. But, after all, is their end of the 'scale so very important, and how much attention is paid to the other end? Let its consider the very intelligent child. He delights us with an everready hand, waving his eagerness to answer, we mark his work with pride and thanksgiving, we hold him up as an example, we beam on him. pat his clever little head, and quickly, though reluctantly, pass him on. Most likely, we give little thought to the real danger he is in. At school he is one of the most favoured; in life he often becomes the worst of misfits. And there is no doubt that, if this happens, much of the blame must be attributed to his school life, for it is there that every child should receive the greater part of the training necessary for him to cope with life. Paradox though it may seem, the clever child who learns quickly and easily, who sweeps all before him and passes through Form 11. at an early age, is often doomed to disappointment, in spite of, because of, his ability. This happens to some of those exceptional pupils who should become a great asset to their country. Surely there is some amendment needed in an educational system which painstakingly trains the feeble-minded, but allows brilliance to become warped and wasted. The whole trouble is that such amendment is not realised. The genius is, of course, just as noticeable as the subnormal, but where the latter is most patently in need of special assistance, the former is such a delight that to worry about him never enters our heads.

There are the dangers.? Rapid promotion will put him in a class where the average age is much higher than his own. He cannot compete with his classmates in sport, so he may nurse his mental superiority as compensation. He will become increasingly self-conscious.

There is danger that he will patronise the others, or else retire completely into a shell. In any case, he becomes ■ one apart. Suppose promotion is withheld. Almost certainly then, he develops habits of laziness. Mostly, such children are very fond of reading, and to compensate for the lack of intellectual equals, I our lad will turn to books. He reads | and reads. He becomes a dreamer. He - retires into his own world of dreams 1 and is lost to the world of effort. He J becomes one apart. 2 The praise of teachers, the fond admiration of parents, also cause a growth of self-consciousness. While the ordinary bright child, even the dull one, finds

his qualities and abilities for himself, grows in confidence of his powers, and finally faces the world confidently, the other, always conscious of self, never

’ acquires confidence. He is either completely without it. or, maybe, just bombastic and boring. Lately I read of a special class which has been formed in New York for pupils who have an I.Q. of over 120. These pupils spend the morning in keeping up in ordinary class work. The afternoon is devoted to research or project work. This is the method which is being used | in an effort to prevent the wastage of the most brilliant minds of that city. It is interesting to know that most of the pupils come from the upper middle class; that genius does not seem to be confined to any particular race—there are negro children in the class—and. most important, that the pupils work together and seem in every way a normal class, excepting, of course, in the standard of work. They are happy and busy. They are unlikely, to develop complexes. Perhaps this 'special class may some day be copied in our educational system. One such class in each large cen- ) tre is far more essential than a class for backward children. : Meanwhile, can someone advise me 11 how Io handle a young .lady, nol yet

six. who reads a school journal fluently. speaks, spells and prints the language belter than the standard one classmates. and is a good average in the arithmetic of that class?