How Can the School Meet Needs of Gifted and Superior Students?
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Auteurs : Hymen AlpernSource :
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DOI: 10.1177/019263655203618517
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<contrib-group><contrib contrib-type="author" xlink:type="simple"><name name-style="western"><surname>Alpern</surname><given-names>Hymen</given-names></name><aff>Evander Childs High School, New York City</aff></contrib></contrib-group>
<pub-date pub-type="ppub"><month>03</month><year>1952</year></pub-date><volume>36</volume><issue>185</issue><fpage>110</fpage><lpage>117</lpage><custom-meta-wrap><custom-meta xlink:type="simple"><meta-name>sagemeta-type</meta-name><meta-value>Other</meta-value></custom-meta><custom-meta xlink:type="simple"><meta-name>search-text</meta-name><meta-value>110 Discussion Group ProceedingsHow Can the School Meet Needs of Gifted and Superior Students? SAGE Publications, Inc.1952DOI: 10.1177/019263655203618517 Hymen Alpern Evander Childs High School, New York City JL—~VERY generation is so busy honoring the neglected heroes of the preceding one /that it has no time to take inventory of its own, and every generation condemns the preceding one for having rewarded mediocrity and rejected genius. , Must this be the eternal history of man? Cannot an enlightened democracy break the vicious chain and alter the age-old saying that it may read: "A prophet is not without honor in his own country and in his own house"? It is for us, the teachers of our potential prophets, to watch with the intentness of those who would discover new stars through a telescope or new lives under the microscope for the burgeoning signs of genius, of talent, of gift, of intellect among the multitude of young people entrusted to us. It is for us to watch and to tend and to help mature. And to allay the fears of those who-not without justification- point to the terrors committed by those who proclaimed themselves "superior" we must define the term with the utmost care. We must interpret "superior" men as those who use their talents for service to mankind, for peace,.for deeper understanding, and therefore for greater love between the people of our. own nation and the peoples of the world. And this interpretation must be made clear by a variety of realistic examples to the children themselves upon whose foreheads we place the sign of "superior," that they may not become haughty and in their vanity vicious. Quite as important, we must reinterpret the meaning of democracy- not in the sense of equality of gifts or abilities but in the sense of equality of opportunities; for otherwise we should have to agree with the wolves who say to the sheep, "We have the same number of teeth; therefore, we are equal." And we must offer these opportunities to all, or else the same wolves may pursue their argument and say, "We eat flesh, you eat grass. Our opportunities are equal." And to those who think that genius, like a river, finds its own level, we should say that while it is true that many outstanding people were in classes and schools where they were not given special attention, who knows how many, more timid or more delicate, were lost to the world because they were not prodded on or guided? The period of storm and stress in which we are living has at last awakened our government to the need of taking special care of our treasure-as witness the current draft-deferment policy based upon superior intellectual abilities and the proposal by high government authorities to establish generous Federal grants-in-aid for superior stu- 111111 dents. Added impetus to the drive to harness and cultivate this priceless resource has been offered by the Ford Foundation, which has begun to ferret out the most promising of young high-school students and help them through college with liberal financial assistance. To the credit of many secondary-school educators, it must be said that they have for a long while pondered, discussed, and attempted to come to the aid of our exceptional students. Little, however, has been accomplished-due in part to the failure of schools of education to develop suitable materials, techniques, and personnel. Far be it from me, a secondary-school educator, to presume to advise professors of professors what to lecture about. Yet, if we are to begin to plow, who shall train the farmer and who shall give him the tools? Seeds die in the wrong soil planted by clumsy hands using their tools as hatchets. The fault lies with all of us, and recriminations are futile and only make matters worse. We are here neither to pass judgment nor to seek refuge from blame. And first of all, we must get our semantics into shape. WHAT ARE THE GIFTED? While I do not like the term "superior" because of its undemocratic, snobbish, intolerant overtone, I recognize it as a term used interchangeably with "gifted," "bright," "talented," "better," and "exceptional, "to designate one who because of exceptional powers is able to do much more work and much better work than the average student can do in the same time and at the same age. Some educators classify students in that category if they are in the upper ten per cent of a group. Others limit the classification to those who have an IQ of 130 or above and outstanding achievement in one or more subjects. Mental measurement has enabled us to define the gifted child as the most intelligent one in a hundred. This one per cent includes those with an IQ of 130 to those with an IQ of 200 who are the topmost limit of human genius. There are in the United States today more than a million individuals who would rate as incipient geniuses by the definition of the term used above. There are approximately 2,700 whose intellect is equal to that of the outstanding leader among the great men of modern times, John Stuart Mill. Some of these people will live and die humble members of the community whose only public praise will be, "He's smart- for a garbage collector" or "She remembers more than three hundred recipes and can tell them to you without ever looking in the book." Some would accept the definition of the term "gifted" as applying not only to those of high general ability, but also to those of high ability in a special field. If we include the latter, would not Joe Louis be a gifted person by this definition, and-perhaps-Frank Costello? We do not know how vast a number of individuals of extraordinary intelligence walk the streets of our towns and cities today, their abil- 112112 ity unrecognized, their potential usefulness partly or wholly wasted; but even if they were but a handful, we should consider ourselves guilty of a shameful slaughter. For a civilization based upon democracy must respect the individual and consider each soul precious. Is not this the gist of our formidable battle against totalitarian despotism? The fault is not wholly that of the school, to be sure, but that does not exonerate us. Why haven't we recognized the brilliant man when he was in our classes, and why haven't we helped to mold him properly? As a nation, it must be recognized, we are not respecters of intellect. We entertain all sorts of superstitions regarding giftedness which have no basis in fact and which have been exploded by scientific observation and experimentation. There is that bromide that beauty and brains do not go together; or that consolation of the mediocre that a "highbrow" is eccentric, neurotic, even anti-social. Even if geniuses were neurotics-a theory quite exploded-surely not all neurotics are geniuses, or our country would pullulate with geniuses, since hospitals report that there are between eight and nine million known neurotics and probably millions more unknown. There is also that fatuous argument of the "self-made man" who can barely read or write and has amassed a fortune, that precocious children amount to nothing in later life, and that, anyway, gifted men are apt to be dwellers in ivory towers. The truth is that the roster of great minds who were also great fighters for truth and justice and freedom is endlessly long. In spite of these widely held misconceptions relating to the supernormal child, investigators of the recognized competence of Holling- worth, Terman, Lorge, and Witty have established the fact that he not only possesses superior intellectual capacity but is also a well- integrated, healthy, happy, personable, sociable, and friendly human being. To be sure, his intellectual interests and reactions are some- so disturbingly alert, original, and mature as to lead some educators, who feel ill at ease in his presence, to minimize the differences between him and the ordinary pupil. However, one keen student of the gifted, Superintendent Frederic Ernst of New York City, wrote me: "I sometimes feel that there is almost a generic difference between people like Einstein, Newton, Pascal, and, for that matter, the hundreds of bright men that constitute the mainstay of western culture and the rest of us." WHAT ADMINISTRATIVE PROVISIONS CAN BE MADE? How shall we translate the desire to help the gifted to reality? I can best answer this by stating briefly what has been done in the high schools of New York City. 1. Honor classes. We have special classes in almost every high school for pupils of superior attainment in particular subjects. The pupil follows an enriched course in the subjects in which he shows special aptitude, while attending regular classes in other subjects. 113113 2. Separate specialized schools. New York City has a number of high schools whose purpose is to provide curricula for students whose interests and capacities merit advanced, specialized training. 3. Schools within schools, commonly known as Honor Schools. Of these there are three types. One is based on the multiple factor theory of intelligence, which recognizes a number of intelligences rather than a single one-the abstract, the social, and the mechanical. Another, based on the unifactor theory of intelligence, claims that intelligence is general and simple in its function. The third is based on the bifactor theory of intelligence, which includes a special ability. Thirteen of our high schools have distinct Honor Schools, each of which functions as a planned, co-ordinated, and unified organization under a faculty carefully chosen from among the best teachers in each department. In those high schools which have neither Honor Classes nor Honor Schools, the special needs of the more brilliant boys and girls are sometimes met by "the enrichment of experiences and the widening of horizons." But regardless of organizational differences, we all attempt to identify and provide for pupils of superior endowment and superior achievement. There are, of course, philosophers and educators who decry the separation of pupils, considering it a loosening of the foundation of democracy and the beginning of an aristocracy which splits into classes, eventually creating a vast pyramid of human beings riding on ohe another's necks-a pyramid of vanity, hate, and inequity. But we may ignore their arguments and their fears, confident . that our democracy is rock-bottomed and can withstand all the evil winds. HOW CAN GOVERNMENT HELP? The things which can be done for the "gifted" or "superior" student are limited, of course, by the framework within which one must work out the problem. Some European countries have not only provided superior students with all the costs of a secondary and university education, including the cost of living as well as the cost of tuition, but have also provided the parents of these pupils with an income deemed to be the equivalent of the amount the student would contribute to the home if he were working. France has been one of the pioneers in this field. We sometimes forget that Alfred Binet was trying to select pupils who would be good risks for the French government when he developed his intelligence tests. Claude Debussy and Cesar Franck were both educated at the expense of the French government. Indeed, one would be amazed at the number of prominent men who have been educated at the expense of the French government. In America, the number of college and university scholarships and fellowships is now so large that some educational administrators think it would be better to help fewer students and to help each student more. The same amount might be divided among fewer. The work started by Binet has been developed to such an extent that college and university success can be predicted more accurately than was formerly 114114 the case. This makes it possible to reduce the number of poor academic investments. I raise, then, two points: (1) to what extent should the Federal government go in investing in the secondary, college, and university training of gifted students? It is understood, of course, that the selection of the students to be helped would be made on a scientific basis. And (2) since one must assume that the amount of money to be spent is limited, shall the government do much for few or little for many? That is, how thin or thick should the government spread itself? HOW CAN THEY BE HELPED TOWARD A HAPPY AND FRUITFUL LIFE? It is commonly accepted that gifted pupils may become leaders and innovators in many different fields. It is particularly important for them, therefore, that they be thoroughly grounded in the traditions of our culture in both general and special fields. The great heretics have been bred in the faith. Enduring and beneficial changes have not been brought about by shallow, supercilious skeptics. Iconoclasts who have not begun with a sincere devotion to an ancient heritage know neither what ought to be destroyed nor what new symbols of faith should be erected. Accordingly, the school should not, in teaching him to think, teach the bright pupil to doubt the truth of things that most men reverence. If he feels compelled to do that in later life, that is another matter. We should strive to develop in him a certain spirit of humility and impress' upon him that there were just as a*-Ie and just as intelligent people five thousand years ago in Egypt as there are in the United States today, that knowledge has not been discovered in the pupil's own day and generation. Yet the school should not force him into a groove, which leads but to sterility. It should cherish independent thinking; it should cultivate initiative; it should welcome new methods and new ideas, even those which originate with the pupil himself. Or else, we would have to accept as truth that "from time immemorial education has been the method of indoctrinating the youth with the prejudices of its elders" and that "education is but the training to express eloquently one's prejudices." The gifted, the near geniuses, and the geniuses have often been unhappy and maladjusted people. The fault for much of this discontent might be charged to their teachers; first, for failing to realize that one of the main functions of intellectual guidance is to discover and develop not only every child of exceptional ability but also the exceptional abilities of every child; second, for neglecting to give them special social and personal direction as well as intellectual guidance. Superior pupils need superior teachers. Such teachers should be endowed with high intelligence, unusual competence, deep and broad scholarship; a mature sense of values; genuine understanding and appreciation of superior young people; experimental-mindedness and adaptability; and vitality, willingness, and readiness to work hard 115115 and cheerfully. It has been even suggested that the teacher ought to be good looking and witty, for gifted children have highly developed aesthetic sense and a discriminating sense of humor. He should be able to encourage the inquiring mind and even invite embarrassing questions. He should be devoted to the truth and not be afraid to confess his own ignorance. He must be devoted to the spirit of inquiry and should possess the spirit of contagious enthusiasm. He should sympathize with the shy and the diffident and know how gently to curb the pedantic and the aggressive. He should combine emotional stability with flexibility of mind and should be able to inspire his students with his vision, for their impulses for generosity and nobility wait to be tapped. While it may be argued not without some justification that we ought not to discourage young people from being "different" and that the brilliant ones are not suggestible anyway, we ought, nevertheless, to try to help them get out of their shells so that they may be accepted by their contemporaries. However unsuggestible they may be, they do respond to friendly, intelligent guidance offered tactfully by sympathetic teachers whom they like. They may be home-room teachers, the guidance counselors, or special mentors. According to the last plan, one or two students may be assigned to each teacher who advises them and follows their progress through school and after. In addition to good educational and social guidance, gifted pupils need effective character training. Unfortunately, the world has been seeing too many disturbing evidences of irresponsible genius. One of the most important manifestations of good character is loyalty-to one's ideals, to one's country, to one's school. Gifted students should be helped to recognize that they owe to their respective schools loyalty, gratitude, and an interest that will last long after they have been graduated. In this way, they may be able to help the school and to inspire many students of a later generation, and, it is hoped, to develop similar loyalties to their country and her ideals. As far as ideals are concerned, the gifted pupil, because of his superior awareness, may often be confused since our society, though giving lip service to mature values, more often seems to be guided by very different ones. Thus, he particularly needs a "faith to live by" if the inconsistencies he sees all around him are not to lead him to cynicism, opportunism, or even an enthusiasm for an alien Ideology which seems to offer a cause to which he can devote himself. Teaching religion is not, of course, the province of the public schools; but the public schools can do much in helping pupils to realize the importance of values, to develop their own values, and to be guided by these values in their relationships with others and in the planning of their own lives. Gifted pupils, since they will, if they develop their gifts fully, eventually surpass most of their teachers and advisers, must learn to judge the quality of their own achievements, to make deci- 116116 sions, to carry out plans, and to cast off dependence upon others. To accomplish these worthy ob jectives, they need self-discipline and self- guidance as well as a limited amount of skillful guidance by their teachers. -. Besides developing values in which he believes and by which he can measure his growth, the gifted pupil needs to discover the field in which he can work with the greatest personal satisfaction if he is to make the greatest use of his talents and the maximum contribution to society. Since gifted pupils are, with a very few exceptions, superior in many fields, their pre-vocational education should be as broad as possible. Too early specialization is not conducive to their happiness, their best development as persons, nor to the discovery of a vocational field which will bring them satisfaction as a life work. HOW AND WHAT SHOULD BE TAUGHT? Problems of administration, segregation, and social or ethical training, important and even essential though they may be, are not central in the education of the gifted pupil. All too often a fine or' ganization is set up and is then assumed to result more or less automatically in an adequate program. But gifted pupils are in the vast majority of cases gifted intellectually, and it is in the field of learning, reading, studying, acquiring knowledge, and creating, that their needs must be met. Far too little attention has been and is being given to this problem of his instruction : the setting of standards, the adaptation of curriculum, its enrichment, its possibilities in the way of integration, correlation, or core curriculum; the choice of classroom procedures and of methods of instruction ; of vocabulary and semantic training; of stimulation and clarification of his powers of reasoning; in short, of all the matters that belong to teaching in the exact and limited meaning of the word. Too often the gifted pupil is merely given more work of the same kind; too often the only "enrichment" he gets is increased familiarity with the school building as he runs errands for the teacher; too often his special aptitude is rewarded by permission to clean the blackboard. This adaptation of instruction then is the direction that future study and development should take after the general problems of selection and administration have been met. I cannot even begin to deal with them here. CONCLUSION Not all our specially trained gifted pupils will grow up to become leaders, but those who will remain non-leaders will, if properly educated, become wise followers, discriminating and a little skeptical, aware of the fact that bigness sometimes devours greatness. They will also know that every wolf has in his wardrobe a sheep's coat and is bi-lingual-he howls and he bleats. Moreover, they will prompt the 117117 wise leader to follow the people, even as a good shepherd walks behind his flock. Every ideal is part illusion, but we must remember that to reach the hive is of lesser importance than to gather the honey.</meta-value></custom-meta></custom-meta-wrap></article-meta></front></article></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>How Can the School Meet Needs of Gifted and Superior Students?</title></titleInfo><titleInfo type="alternative" lang="en" contentType="CDATA"><title>How Can the School Meet Needs of Gifted and Superior Students?</title></titleInfo><name type="personal"><namePart type="given">Hymen</namePart><namePart type="family">Alpern</namePart><affiliation>Evander Childs High School, New York City</affiliation></name><typeOfResource>text</typeOfResource><genre type="other" displayLabel="other" authority="ISTEX" authorityURI="https://content-type.data.istex.fr" valueURI="https://content-type.data.istex.fr/ark:/67375/XTP-7474895G-0">other</genre><originInfo><publisher>Sage Publications</publisher><place><placeTerm type="text">Sage CA: Thousand Oaks, CA</placeTerm></place><dateIssued encoding="w3cdtf">1952-03</dateIssued><copyrightDate encoding="w3cdtf">1952</copyrightDate></originInfo><language><languageTerm type="code" authority="iso639-2b">eng</languageTerm><languageTerm type="code" authority="rfc3066">en</languageTerm></language><relatedItem type="host"><titleInfo><title>NASSP bulletin</title></titleInfo><genre type="journal" authority="ISTEX" authorityURI="https://publication-type.data.istex.fr" valueURI="https://publication-type.data.istex.fr/ark:/67375/JMC-0GLKJH51-B">journal</genre><identifier type="ISSN">0192-6365</identifier><identifier type="eISSN">1930-1405</identifier><identifier type="PublisherID">BUL</identifier><identifier type="PublisherID-hwp">spbul</identifier><part><date>1952</date><detail type="volume"><caption>vol.</caption><number>36</number></detail><detail type="issue"><caption>no.</caption><number>185</number></detail><extent unit="pages"><start>110</start><end>117</end></extent></part></relatedItem><identifier type="istex">5391959939C912F6A4759BFA6DD9450287561A3E</identifier><identifier type="ark">ark:/67375/M70-HN81JWJV-2</identifier><identifier type="DOI">10.1177/019263655203618517</identifier><identifier type="ArticleID">10.1177_019263655203618517</identifier><recordInfo><recordContentSource authority="ISTEX" authorityURI="https://loaded-corpus.data.istex.fr" valueURI="https://loaded-corpus.data.istex.fr/ark:/67375/XBH-0J1N7DQT-B">sage</recordContentSource></recordInfo></mods><json:item><extension>json</extension><original>false</original><mimetype>application/json</mimetype><uri>https://api.istex.fr/document/5391959939C912F6A4759BFA6DD9450287561A3E/metadata/json</uri></json:item></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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