Report of the Superintendent of Public Instruction. [1915]

SUPERINTENDENT'S REPORT

63

8. If special classes were formed they could advance as rapidly as
their ability would permit.
9. They would develop greater initiative and ambition by being placed
on their mettle as they would be competing with their peers.
10. They would develop greater powers of concentration and perseverance.
11. They would be encouraged to remain in school longer.
12. It would be a matter of economy as they would be able to complete the grades in less time.
13. It would improve the grades from which they were taken by making them more homogeneous.
14. It would give the average child the satisfaction of excelling
which is impossible when he is competing with the exceptionally bright
children.
15. It would simplify the problem of discipline in the grades from
which the bright children were taken.
The character of the objections to the formation of special classes for
exceptionally bright children is indicated by the following quotations:
"I do not believe in promoting a plan so undemocratic." "I believe
it is better for those children to do more intensive work and take additional work such as music outside of school." "Very objectionable if
intent is to hurry them through. Iet them do extra research and more
thorough work." "I do not believe in advancing the children so they
will graduate earlier." "They are needed to inspire others." "To put
such a premium on the three per cent would tend to discourage the ninetyseven per cent." "Bright children are an inspiration to a class." "They
are liable to become egotistical. Their presence in a class of normal
students inspires others to better work." "The surest way to spoil a
bright boy or girl is to let him know that he is exceptionally bright."
"These should do outside reading and develop physically." "Not if the
weaker ones are handled in special class because the bright pupils usually
get over the work too rapidly and do not know those subjects as well as
the slower fellows twenty years hence. Therefore, I think they need
the drill of the average and with them."
The chief objections to the formation of special classes for exceptionally bright children may be summed up as follows:
1. It is undemocratic.
2. It is not necessary if there are special classes for the backward
and defective children.
3. The brighter children are needed to inspire the other children.
4. It tends to make the bright child conceited.
5. Their physical development is apt to suffer.
6. Better for them to devote their spare time to outside activities.
Let us consider these objections. If it is undemocratic to form special
classes for the exceptionally bright, it is no less so to form such classes
for the backward and defective. It is true that when we put the bright
child in a special class, or promte him more rapidly than the normal
child we are attracting attention to his superior ability and attainments.
But is not this true to life outside the school? Is not the man who has
made a marked success of his business or profession singled*out and hon