The Flower of the Family : Part 4

The Family and it's Members
by Anna Garlin Spencer

(Page 13 of 20)

What to Do with the Specially Gifted Child. - The child may be one of the few elected to leadership in some field. All who watch and study and understand may agree that it is the gift of its birthright. Then what is there to do? The question often arises, Shall the other children in the family be given less opportunity in order that this gifted one may have the larger chance which genius and great talent really demand for fulfilment of promise? There was no doubt of the answer to this question in the minds of those who believed that a special gift carried with it special privilege provided the special gift discovered were of a sort understood by all. For many generations a boy feeling a "call" to the ministry of religion as rabbi, priest, or preacher would be sure to have, if necessary, all the resources of his family at his command and all possible aid of friends even at the sacrifice of the elementary education of his brothers and sisters. In the same way in a more limited circle the child who could do any creative work of imagination in art would be considered entitled to any self-sacrificing devotion of other members of the family which might be needed to carry forward his work. In a larger way many have looked upon all higher education as solely for those who have shown a power of potential leadership. Not long ago the old saying was revived: "Colleges are for the exceptional individuals who may become the world's intellectual élite." On the other hand, the growth of State Universities and of many forms of adult education, and the offering of college courses in the evening to those employed in earning-work during the day, show that the opportunities of culture are more and more made free to all and that the conviction is growing that it is not alone leaders who should be educated but that the common life must be raised in mental and moral power in order for true leadership to work effectively for the advance of social well-being.

In the family the genius or near-genius is likely to get all that should be its privilege and often more. And this not only from pride in his talent and from desire to give that talent its proper chance of expression but because genius and near-genius have often a self-protecting and self-acquiring quality that make sure of much unselfish care from others. If, as has been said, "The genius is composed of a man, a woman, and a child," and there is much in life to give color to that idea, then it is easy to see why the flower of the family so often gets the larger share of every family advantage and when the family resource fails is sure to find friends and helpers on every side to help on his development. This is not unjust provided the talented member can serve well in this specialty. The great trouble is that many think themselves geniuses and find others, in youth at least, to confirm their judgment of themselves, who are only a trifle above the commonplace. This leads too often to selfish claims upon others that tire even the family affection. It would be well on this account, if no other, if every child could be wisely and adequately diagnosed in respect to mental power so that fewer mistakes would be made in confounding greatness with showiness or creative power with mere discriminating taste.

If the family really cuts off the education and vocational opportunities of the less gifted below the point required for average success in life, in order to give greater advantages to the gifted one, it is an injustice. The mediocre have their innings now, and it is one of the great demands of democracy, both within and without the family, that the commonplace shall not miss its chance for learning how to serve and enjoy the best it can. The family life must be for all, the one place in which no life is wholly sacrificed to another life.

What, then, shall be done for the gifted whose talent, like that of music, for example, means a high demand for expensive culture? The answer we are beginning to give is that social agencies shall aid the parents in securing that culture. Aristocracy had its "patrons" for artists. Democracy must have its special educational aids for the gifted. Already that demand is being met in countless ways that will readily occur to all. Meanwhile, there is the public school organized to meet the needs of the "average child." At first the grade-system had a Procrustean bed that made it impossible to meet the needs of those below the average and almost as difficult to meet the needs of those above that average. We started special schools and special rooms for those subnormal, retarded, slow, or specially difficult to manage. Now we are beginning to consider how we can best make the tax-supported public school serve the interests of the specially gifted. The first thing we see clearly now is to find out which children are exceptional on the upper side, and for that the newly devised forms of scientific observation and measurement may be useful if care is taken to mix every formula with common sense, patience, and human sympathy. The next essential is to decide whether the children who can go faster shall be passed along through the grades by special arrangement more rapidly or whether they shall be kept on the regular track of school promotions and be given extra lessons to "enrich their curriculum." The part of wisdom, it would seem, is to find out what kind of gift the exceptional child has and hasten his regular course, or add to it, in accordance with his type of talent. If he is to be one of those who are to mix with men and lead others in professions that demand administrative and executive power, the chances are that he should have the regular course in the usual order and add studies that will early give him the facts of practical life and an acquaintance with many phases of political, business, and scientific activity that would serve in such work as he is likely to find to do. If, on the other hand, the gift is creative, and the career nature has seemingly marked out is one where the impulse will come from within, and some special technical training can alone give that impulse expression, then the chances are that the sooner such a child "gets through with school," emerges from formal education into his own atmosphere and his own free alignment with the masters in his own art, the sooner he will really begin to be educated for his task. It seems to be true that the more a human being is set apart by nature for a specialty of art the less he gets from all teachers save those in his own field of interest. It seems also true that the wider a human being's range of dealing with other human beings in business, in politics, in religious organizations, in educational work, the surer it will be that "all is grist that comes to his mill" and there can be no study that is at all worthy that fails to enrich his mind. Hence, the new tendency to examination for the sake of finding out the specially gifted children and giving them the special opportunity in education which they need and will profit by, must be one guided toward details of differing gifts as well as toward quantitative power.

Copyright, 1923 by J.B. Lippincott Company

About the Author

Anna Garlin Spencer (1851-1931) was an American educator, feminist, and Unitarian minister. Born in Attleboro, MA, she married the Rev. William H. Spencer in 1878. She was a leader in the women's suffrage and peace movements. In 1891 she became the first woman ordained as a minister in the state of Rhode Island.