SEVEN YEARS WITH UNUSUALLY GIFTED PUPILS. By Eeedeeick E.
Downes, Pd.D.,
Superintendent of Schools, Harrisburg,
Pa.
Ilarrisburg public school system continues to hold to the nine-year elementary course. It has under consideration changing to an eight-year course, primarily for the sake of uniformity and as an aid in compiling statistical and other reports and records, which as a rule take the universality of an eight-year elementary course for granted. I am not sure whether we shall allow these superficial considerations eventually to outweigh higher ones or not. For a number of years the average age of high school graduation in Harrisburg has been less than eighteen and one-half years,, which is practically the same as in other cities of the country. This would seem to indicate that with a flexible system of grading and promotion, the more extensive elementary course is after all not a matter of much consequence, so far as actual time saving is concerned. Furthermore it may be taken for granted that as a general rule the longer the course is, the smaller will be the perThe
old
centage
of retardation and the
rapid advancement,
percentage of cases of course is, the greater will the smaller the percentage of
greater
the
and the shorter the
be the percentage of retardation and
rapid advancement. nine-year course below the high school presents at least one important advantage, namely, encouragement for the slow pupil. The pupil of below average ability, as a rule, requires at least nine years, and frequently longer, to complete the standard eight-year course of study. This means that many must fail of promotion at one time or another, become discouraged, and drop It would be difficult to out before reaching the high school. estimate the indirect consequences of Birmingham's (Alabama) 65 per cent of retardation, or Kansas City's (Missouri) more than 50 per cent, both of these cities maintaining seven-year elementary A slow pupil who passes through a nine-year course withcourses. out failing to be promoted, is in a far better mental attitude toward school work and the world generally than is the pupil who passes through a shorter course and who fails one or more times along the way. In this particular educational period, when so much is being cases
of
A
(13)
14
THE
PSYCHOLOGICAL
written and said of the slow than
or
CLINIC.
backward
pupil, and wlien a by the school to
made
before is
being reckoning, it would seem proper to consider the advisability of offering a course of sufficient length to be covered by majority of his kind without the discouragement of failure, or at least to call a halt to persistent agitation to shorten greater attempt pupil
take the slow
ever
into the
still further the curriculum. It is not my purpose here,
however,
to discuss
the school curriculum, all that has been said in
by way of preface. Harrisburg, with
how
able for the a
same
having
the
length
of
been thrown
The burden of this article will be to show a nine-year elementary course, has been
number of years to send out high school graduates of age as those of other cities having an eight-year or even
a
seven-year
course.
About seven years ago it was casually discovered that as our course of study was then arranged, many pupils of the second grade and many of the sixth grade were able to complete the work
prescribed
for these years in
considerably
less than the allotted
time. Teachers could not keep their pupils busy with the work of the grade. The brightest pupils of the second grade were found to be able, without unusual effort, to do the number work of the third grade, and, after a quick mastery of the additional phonetic symbols, to be able to read in the third reader as readily as in the second. In the sixth grade, much of the work of the first halfyear in the advanced textbooks in arithmetic, geography, etc., being substantially a review of the work already covered in the elementary texts of previous years, it was found that the more gifted pupils were covering the course without apparent interest or serious application. The average pupil had plenty to do, but those of above average ability had much unused time at their
disposal. Accordingly, it was suggested that where the number of bright pupils warranted, teachers might divide their classes into fast and slow sections and allow the pupils of the fast sections to proceed as rapidly as their abilities permitted, due consideration being given to health. In many instances, where there were not enough exceptional pupils to form a section of reasonable size, teachers were encouraged to give such pupils individual attention, both during and after school hours, to prescribe advanced home study, and to enlist the interest of parents in the project of time saving for the pupil. Often intensive group teaching was resorted to during the recess period or for a half-hour or so after school.
UNUSUALLY
GIFTED
PUPILS.
15
effort, hundreds of pupils during that year and succeeding years were enabled to skip grades. As many as three hundred and fifty were thus advanced in a single year. Doubtless many of them would not now be in the high school had it not been for this saving of time. Furthermore we find that as a rule these pupils are among the best students of the high school. !Not only are they able to do the work successfully and to keep pace with the average student, but in the majority of cases they show the same mental superiority, in spite of the fact that they have lost a year of grade drill, in the higher school as they did in the lower. But our course of study having been revised, thereby closing to some extent the "gaps" of opportunity during the parup ticular years referred to, the plan above explained has practically been abandoned. The principal objection to it is the added drain which it entails upon the vitality of the teacher. Though many teachers are willing to do the work, it is nevertheless hardly right to expect them to do it. Taking a small group of pupils away from the regular class and preparing them during extra periods in and out of school hours for a higher grade is no easy task, and sooner or later if continued year after year, is likely to have an injurious effect upon the health and efficiency of the teacher. I
As
a
result of this
have in mind instances of such deleterious effects. Nor can the plan be said to be entirely fair to the large majority of pupils who are
entitled
mental and
to
the teacher's full time and attention and her best
physical vigor. September, 1910, with the sanction of the School Board, exceptionally gifted pupils were provided for by the opening of special schools exclusively devoted to their instruction. These schools, or classes, were organized in buildings located as nearly as possible in the geographical centres of the districts from which the pupils were drawn. Two schools of this kind were maintained during the year 1910-1911, and three were opened in the fall of 1911, and are in operation at the present time. Those organized this year are of a single grade. The pupils expect to cover the work of the eighth and ninth grades during the year and enter the high school in September next. By the special school plan pupils may be as uniformly graded as if they were in the regular schools. Moreover, the work of the teacher is much less irksome than in schools having groups of both bright and slow pupils. It is fair to all the pupils of the The unusually bright pupils of a geographical district are room. In
THE
16
PSYCHOLOGICAL CLINIC.
records, and, after parental perobtained, they assigned to the special school Some pupils have rather long distances to walk
selected with the aid of official mission has been for double work.
are
noon lunches with them; but all this endure slight inconvenience rather than willing suffer the loss of a year. Our special rooms at present have an average enrolment of about thirty, and while this number is probably somewhat too large to insure the most satisfactory results, all
to
school and
seem
a
few carry their
to
pupils are doing good work their undertaking. Our special five pupils. the
and all will rooms
probably succeed in averaged thirty-
last year
At the close of the last school year one of the "special school" This a written report of the work of the year. report was not intended for publication, but I take the liberty of reproducing a portion of it verbatim, in order that some idea of
teachers submitted
ths work and
success
of the school from the teacher's
point may be obtained. "It is gratifying to note
some
things accomplished
own
view-
which
are
system of education. good at attendance?A the "First, glance general report for the to the the examination, will submitted before superintendent year show a larger number of pupils present each day than I ever necessary elements in every
school
or
before had the pleasure of reporting. The majority had less than ten days' absence. Most of the absence was necessary, being occasioned by religious holidays of the Hebrews or by sickness.
"Secondly, scholarship?The percentages reported were obby averaging the class and test marks to find the class standing of each pupil at the end of each month. At the close of the year these resulted in twelve boys and thirteen girls attaining a grade ranging from ninety to ninety-seven per cent. The remainder of the class were all above eighty per cent. "All seemed to appreciate the advantage of eliminating a work. the from This was sufficient incentive to grade year efforts to secure excellence and to remove even encourage repeated the semblance of drudgery. "Thirdly, discipline?A busy school lacks the opportunity of being either mischievous or troublesome. It was the most orderly school I have ever taught." The pupils of the school above reported are now in the first year of the high school. The work of the first term (one-half year) has just been completed and the results recorded. A few comparisons are both interesting and gratifying. tained
UNUSUALLY
GIFTED PUPILS.
17
high school from the above reported room Of this number, eight, or 25 per numbered thirty-two pupils. an cent of the class, attained average standing in all studies during their first half-year in the high school of between 90 and 100 per cent; and twenty-three, or 72 per cent of the class, attained an average standing of between 80 and 90 per cent. Only one general average fell below 80 per cent. It is interesting to compare the above records with those of I have selected for this purpose a class one of the regular classes. of somewhat above average ability, as indicated by the fact that not a single member failed to pass examinations for admission to the high school. Each member of this class spent two years in doing the same work that the special class did in one. FurtherThose
entering
the
consequence of this extra time spent, their average age considerably greater than the average age of the special class. Thirty of this particular class decided to enter the high school.
more,
as a
was
Of this number
or 20 per cent of the class, attained an average their first half-year in the high school of between
six,
standing during
90 and 100 per cent; seventeen, or 57 per cent of the class, attained an average standing of between 80 and 90 per cent; and seven attained an average standing of less than 70 per cent. From this it will be seen that the pupils of the special school are thus far holding their own in the high school. Their superior
ability
has
more
year of drill in maturity of age.
than made up for the regular pupils' additional preparation?more than counterbalanced greater
After all, this is no more than might have been wonder of it?the pity of it?is that we did not The expected. see it long ago. We would not think of a strong horse and a weak horse as a good working team, or a fast horse and a slow one as a good racing team. No more can we hitch school children together and have them do their best work, without consideration of their fitness to be matched.
Downes, Pd.D.,
Superintendent of Schools, Harrisburg,
Pa.
Ilarrisburg public school system continues to hold to the nine-year elementary course. It has under consideration changing to an eight-year course, primarily for the sake of uniformity and as an aid in compiling statistical and other reports and records, which as a rule take the universality of an eight-year elementary course for granted. I am not sure whether we shall allow these superficial considerations eventually to outweigh higher ones or not. For a number of years the average age of high school graduation in Harrisburg has been less than eighteen and one-half years,, which is practically the same as in other cities of the country. This would seem to indicate that with a flexible system of grading and promotion, the more extensive elementary course is after all not a matter of much consequence, so far as actual time saving is concerned. Furthermore it may be taken for granted that as a general rule the longer the course is, the smaller will be the perThe
old
centage
of retardation and the
rapid advancement,
percentage of cases of course is, the greater will the smaller the percentage of
greater
the
and the shorter the
be the percentage of retardation and
rapid advancement. nine-year course below the high school presents at least one important advantage, namely, encouragement for the slow pupil. The pupil of below average ability, as a rule, requires at least nine years, and frequently longer, to complete the standard eight-year course of study. This means that many must fail of promotion at one time or another, become discouraged, and drop It would be difficult to out before reaching the high school. estimate the indirect consequences of Birmingham's (Alabama) 65 per cent of retardation, or Kansas City's (Missouri) more than 50 per cent, both of these cities maintaining seven-year elementary A slow pupil who passes through a nine-year course withcourses. out failing to be promoted, is in a far better mental attitude toward school work and the world generally than is the pupil who passes through a shorter course and who fails one or more times along the way. In this particular educational period, when so much is being cases
of
A
(13)
14
THE
PSYCHOLOGICAL
written and said of the slow than
or
CLINIC.
backward
pupil, and wlien a by the school to
made
before is
being reckoning, it would seem proper to consider the advisability of offering a course of sufficient length to be covered by majority of his kind without the discouragement of failure, or at least to call a halt to persistent agitation to shorten greater attempt pupil
take the slow
ever
into the
still further the curriculum. It is not my purpose here,
however,
to discuss
the school curriculum, all that has been said in
by way of preface. Harrisburg, with
how
able for the a
same
having
the
length
of
been thrown
The burden of this article will be to show a nine-year elementary course, has been
number of years to send out high school graduates of age as those of other cities having an eight-year or even
a
seven-year
course.
About seven years ago it was casually discovered that as our course of study was then arranged, many pupils of the second grade and many of the sixth grade were able to complete the work
prescribed
for these years in
considerably
less than the allotted
time. Teachers could not keep their pupils busy with the work of the grade. The brightest pupils of the second grade were found to be able, without unusual effort, to do the number work of the third grade, and, after a quick mastery of the additional phonetic symbols, to be able to read in the third reader as readily as in the second. In the sixth grade, much of the work of the first halfyear in the advanced textbooks in arithmetic, geography, etc., being substantially a review of the work already covered in the elementary texts of previous years, it was found that the more gifted pupils were covering the course without apparent interest or serious application. The average pupil had plenty to do, but those of above average ability had much unused time at their
disposal. Accordingly, it was suggested that where the number of bright pupils warranted, teachers might divide their classes into fast and slow sections and allow the pupils of the fast sections to proceed as rapidly as their abilities permitted, due consideration being given to health. In many instances, where there were not enough exceptional pupils to form a section of reasonable size, teachers were encouraged to give such pupils individual attention, both during and after school hours, to prescribe advanced home study, and to enlist the interest of parents in the project of time saving for the pupil. Often intensive group teaching was resorted to during the recess period or for a half-hour or so after school.
UNUSUALLY
GIFTED
PUPILS.
15
effort, hundreds of pupils during that year and succeeding years were enabled to skip grades. As many as three hundred and fifty were thus advanced in a single year. Doubtless many of them would not now be in the high school had it not been for this saving of time. Furthermore we find that as a rule these pupils are among the best students of the high school. !Not only are they able to do the work successfully and to keep pace with the average student, but in the majority of cases they show the same mental superiority, in spite of the fact that they have lost a year of grade drill, in the higher school as they did in the lower. But our course of study having been revised, thereby closing to some extent the "gaps" of opportunity during the parup ticular years referred to, the plan above explained has practically been abandoned. The principal objection to it is the added drain which it entails upon the vitality of the teacher. Though many teachers are willing to do the work, it is nevertheless hardly right to expect them to do it. Taking a small group of pupils away from the regular class and preparing them during extra periods in and out of school hours for a higher grade is no easy task, and sooner or later if continued year after year, is likely to have an injurious effect upon the health and efficiency of the teacher. I
As
a
result of this
have in mind instances of such deleterious effects. Nor can the plan be said to be entirely fair to the large majority of pupils who are
entitled
mental and
to
the teacher's full time and attention and her best
physical vigor. September, 1910, with the sanction of the School Board, exceptionally gifted pupils were provided for by the opening of special schools exclusively devoted to their instruction. These schools, or classes, were organized in buildings located as nearly as possible in the geographical centres of the districts from which the pupils were drawn. Two schools of this kind were maintained during the year 1910-1911, and three were opened in the fall of 1911, and are in operation at the present time. Those organized this year are of a single grade. The pupils expect to cover the work of the eighth and ninth grades during the year and enter the high school in September next. By the special school plan pupils may be as uniformly graded as if they were in the regular schools. Moreover, the work of the teacher is much less irksome than in schools having groups of both bright and slow pupils. It is fair to all the pupils of the The unusually bright pupils of a geographical district are room. In
THE
16
PSYCHOLOGICAL CLINIC.
records, and, after parental perobtained, they assigned to the special school Some pupils have rather long distances to walk
selected with the aid of official mission has been for double work.
are
noon lunches with them; but all this endure slight inconvenience rather than willing suffer the loss of a year. Our special rooms at present have an average enrolment of about thirty, and while this number is probably somewhat too large to insure the most satisfactory results, all
to
school and
seem
a
few carry their
to
pupils are doing good work their undertaking. Our special five pupils. the
and all will rooms
probably succeed in averaged thirty-
last year
At the close of the last school year one of the "special school" This a written report of the work of the year. report was not intended for publication, but I take the liberty of reproducing a portion of it verbatim, in order that some idea of
teachers submitted
ths work and
success
of the school from the teacher's
point may be obtained. "It is gratifying to note
some
things accomplished
own
view-
which
are
system of education. good at attendance?A the "First, glance general report for the to the the examination, will submitted before superintendent year show a larger number of pupils present each day than I ever necessary elements in every
school
or
before had the pleasure of reporting. The majority had less than ten days' absence. Most of the absence was necessary, being occasioned by religious holidays of the Hebrews or by sickness.
"Secondly, scholarship?The percentages reported were obby averaging the class and test marks to find the class standing of each pupil at the end of each month. At the close of the year these resulted in twelve boys and thirteen girls attaining a grade ranging from ninety to ninety-seven per cent. The remainder of the class were all above eighty per cent. "All seemed to appreciate the advantage of eliminating a work. the from This was sufficient incentive to grade year efforts to secure excellence and to remove even encourage repeated the semblance of drudgery. "Thirdly, discipline?A busy school lacks the opportunity of being either mischievous or troublesome. It was the most orderly school I have ever taught." The pupils of the school above reported are now in the first year of the high school. The work of the first term (one-half year) has just been completed and the results recorded. A few comparisons are both interesting and gratifying. tained
UNUSUALLY
GIFTED PUPILS.
17
high school from the above reported room Of this number, eight, or 25 per numbered thirty-two pupils. an cent of the class, attained average standing in all studies during their first half-year in the high school of between 90 and 100 per cent; and twenty-three, or 72 per cent of the class, attained an average standing of between 80 and 90 per cent. Only one general average fell below 80 per cent. It is interesting to compare the above records with those of I have selected for this purpose a class one of the regular classes. of somewhat above average ability, as indicated by the fact that not a single member failed to pass examinations for admission to the high school. Each member of this class spent two years in doing the same work that the special class did in one. FurtherThose
entering
the
consequence of this extra time spent, their average age considerably greater than the average age of the special class. Thirty of this particular class decided to enter the high school.
more,
as a
was
Of this number
or 20 per cent of the class, attained an average their first half-year in the high school of between
six,
standing during
90 and 100 per cent; seventeen, or 57 per cent of the class, attained an average standing of between 80 and 90 per cent; and seven attained an average standing of less than 70 per cent. From this it will be seen that the pupils of the special school are thus far holding their own in the high school. Their superior
ability
has
more
year of drill in maturity of age.
than made up for the regular pupils' additional preparation?more than counterbalanced greater
After all, this is no more than might have been wonder of it?the pity of it?is that we did not The expected. see it long ago. We would not think of a strong horse and a weak horse as a good working team, or a fast horse and a slow one as a good racing team. No more can we hitch school children together and have them do their best work, without consideration of their fitness to be matched.
