A Year’s Work in a “Superior” Class
- Author:
Flora TJneich,
Eleventh District School, Cincinnati, 0.
In September, 1910, a class for superior, that is, exceptionally bright, or supernormal children was organized in the Eleventh District School, primarily for the purpose^ of permitting each member to pursue his own course (under guidance) regardless o the speed or progress made by his fellow workers, thus ena him by the removal of the check rein to complete, if possi e, more than the one year’s course made to fit the so-called average or middle-stratum child.
The selection of material for this class was based upon the judgment of the previous teacher (which in three cases prove erroneous) and upon a physical examination to w ic eac pupi thus selected was subjected.
There were enrolled during the year thirty two pup ? sisting approximately of seventeen pupils prepare ^ or Grade, nine for Fourth Grade, and the remainder and unclassified, several of whom were foreigners, una speak or comprehend the English language.
Now, we had segregated here a number of Pup1’3’, , whom was a genius, hut merely a boy or girl who had shown dw ing the previous year a plus-interest (if I may so era or_ worlt and an ability to forge ahead of his mates 1 S1? ‘ , ^ tunity to follow natural tendeneies and work independently not in chain-gang fashion.
Next, the mode of procedure was to be decided upo . ^ ^ of all, I must have a knowledge (so far as this is P? f ^ short a time) of the mental equipments an c arac eri ^ individuals, and accordingly a card index was resor e should reveal to me the strength and wea messes o ra(liate sort of inventory was to serve as a focus rom w ic . t^e all our activities, the child and not the wor ‘ us ^ center. The results proved interesting, but too lengthy discussed. Suffice it to say that three pupils were smgledont a^ really superior or intellectual. Othe^ showed a marked degree ot intelligence with a desire to do, and it was my P^?^ to C?^ this mere desire, which I knew would not be a to carry the pupil through the year’s struggles, into a will power or force, which would not only work for the good of the child during the year, but leave a lasting impress upon his character. Remarkable to me, among the facts above gleaned, was the lack of sustained effort; the desire to be ever shifting and the almost complete lack of the power of self-abstraction.
Secondly, I must satisfy myself as to qualities most desirable to be developed,?naturally those which would prove of greatest benefit to the child in his life to come; those which would fit him best to fill in an intelligent way, whatever station in life he might be called upon to fill. Now, I believe, the foremost of these qualities are (1) self-control, (2) self-helpfulness (adaptability), and (3) concentration and continuity. To secure these ends nothing was done for the child which he could do for himself, thus developing all his powers through exorcise and a resourcefulness which would make him self-helpful; nothing was done in a desultory fashion or left in an unfinished condition, thus developing accuracy, thoroughness and continuity; and innumerable opportunities were given to prepare work apart from others, and while other recitations were going on, to train him in the power of concentration. To my mind, a pupil with the power to concentrate, regardless of surroundings, the power to select (form judgments), the power of self-examination and last, but not least, the will to carry through that which he has begun, is fairly well equipped not only to outstrip his comrades, but to take his place in the world when necessary and meet in a manly, independent manner the emergencies that are sure to confront him.
The next question was how to reach these pupils most effectively. The three methods of approach which naturally presented themselves were the class, the group, and the individual* according to the subject to be taught and the receptive attitude of the pupil’s mind toward any one particular phase of any subject. The first method was used only in reading or general discussions, the latter two being used almost exclusively in other subjects. It was found, for instance, that for some tho completion of an assigned task was a mere trifle, and for these there must be always additional material waiting, difficult enough not only to enlist their deeper interests, but to call forth their greatest efforts, and it would, perhaps, surprise many to know how persistently some of these pupils clung to the successful performance of such duties, and very frequentiy, when asked if an explanation would not bo desirable, they would reply that they would rather try a little longer themselves. Such efforts on tho part of a few at fir^ soon stimulated others to make similar efforts until, like a co tagion, it spread, resulting in a condition which might e summe up in the words of one of my pupils when writing an ng is exercise on “A Year at School,” in which she said, Every one is so ambitious to learn and get ahead of every one else, t at on has to work pretty lively to maintain a high standaid. The groups, it must be understood, were only a temporary arrangement which was to work to the advantage of all. s S??^ as it was seen that one or more pupils had mastered a tas , sue pupils were placed in a group to work out theii own sa vation 1 the performance of tasks along the same line of wor , on y somewhat more difficult nature J the latter tending towar prevention or elimination of any conceit or superci lousness a might perhaps arise in the pupil from the feeling o too rapi o easy acquisition of knowledge or attainment of resu ts, a so the development along right lines of those suPer1^ which might otherwise work destructively rat er an ively; also avoiding for them the dull monotony o repe 1 . the possibility of contracting habits of indolence, !a mo^ to result from an enforced idleness or a hal - ear e , .ct Other pupils, less apt and quick to grasp the one pa ic . ‘ are reached according to that particular need wi ou a<ocwardthem or creating a feeling of class distinction, since anotjier> ness in this one thing may be ofFset by grea aci 1 y sauare For example, while he may master deMmals wi ^ gre ^ d;^cult;eg) or cubic measure might to his mind pre ^ g fpelino- of not so easily comprehended; and, therefore, it is wi ?. shame or mental inferiority, that a pupil voluntanly p a es bnn self in a second gronp, direetly under the teacher’s supems.on, where his immediate need is met and his wea ess, . guper. otherwise assume such magnitude as to cause ? . , j ^jme structure to totter and fall, is reinforced. By to a small group only, the pupils herein are so aide y ^ vidual help, as to be able in a few days to contin mates. Thus the group becomes an everc anging ^ As to the subject matter taught: nothing essential haste^ omitted; on the contrary, a maximum 1J 0 merelv by in the course of study has been accomplished and tis. merelyJ>y avoiding all mechanical teaching, aPPea mS ? . studying judgment of the pupils, reducing a drill to a n’e Hndr J carefully in advance the entire year’s course, a?d ^^ble ^ facts and subjects. This makes much correlation possible, prevents dissipation and sidetracking of pupils’ energies, presenting sucli material when it could be most effectively assimilated. It encourages absolutely free and independent expression, and makes unusual demands ujjon tlie pupils’ power of initiative, placing a premium upon a careful and critical self-censorsliip and conscientious effort, rousing their pride and letting them feel that a confidence reposed in them must be met in only one way. It dispenses with repressive measures and substitutes expressive ones, the pupils’ inactivity giving way to activity and a spirit of hard work developing which can best be illustrated by the fact that the boys wait for my advent in the morning (in spite of the fact that I reach school from thirty to forty minutes before time of convening school) so that they may begin work. Another concrete illustration of the above occurred during a circus parade recently which passed the school and which all pupils were allowed to witness. The parade did not start as promptly as was expected and one pupil (a boy) immediately retired to his seat to continue an interrupted task, stating that he would return as soon as the parade started. Others soon followed his example.
Now as to results achieved: the most evident and material gain is, of course, the gain of a complete year to twenty-five pupils, accomplished on the teacher’s part by a greater individualization in the instruction imparted and by an adjustment of the work to the individual need, and on the part of the pupil, by enthusiasm and conscientiousness, and close application to the performance of assigned tasks.
However, this gain of a year is, in my opinion, the least of the benefits derived by the pupils in this class. It has served to promote a mental development, such as would have been impossible in regular class work, where the class and not the individual must necessarily be the unit. The thoroughness and accuracy in the compliance with demands and performance of duties not always exactly to the pupil’s liking, have developed for him that voluntary attention which alone can contribute to the training of mental activity. The effort required in concentrating this attention upon the mastery of these duties and the inhibition of personal desires which in many instances had a tendency toward a more entertain” ing history lesson or geographical discussion going on elsewhere in the same room, have equipped him with qualifications which are not only a necessary adjunct to every scholar’s equipment, but a requisite to every man or woman in the business world where competitive influences make it possible for only those of stability* quick judgment and power to act, to reach tho pinnacle, in other words, to become leaders. Of particular value aud interest is the converting of certain well developed energies into less developed or more neglected channels. For example: a pupil of general intelligence and an over-abundance of energy, who gave promise of being very trou e some in his regular surroundings, was given an opportunity ^ o make good in this class. He had, to begin with, a strong esire to appear always in the limelight and was, therefoie, always wi to take the floor. With this selected as his strongest point, 1 took occasion, first of all, to assign work which required researc an preparation on his part and which I then permitted him to recoun to the class. I next encouraged a carefully written account o such work, insisting upon critical self-examination o resu s. This worked very well in history, geography, and language, an when I felt that he was pretty strongly intrenched m these subjects, I prepared for my attack on his weakest point, is ari me ic. Coupled with this weakness was a feeling that he never cou learn arithmetic,?a statement which at the time seeme exa00er ated. Beginning with problems which I knew to e wi 111 province, I showed him clearly that most of his mista -es to carelessness in fundamental processes, an , y ?. his vanity, his common sense and the practical va^ue o -se in after life, prevailed upon him to learn his ta es an ^ ^ greater care in the simple processes. He seeme o ^ faith all that I said, and I suggested that whenever he had a little spare time, he might attempt certain examp ,ed him and bring them to me for inspection. This g ?? J Jay and he set ahont the task with a will, until he came tomeonWay and said, “I am now beginning to understan an m? , . a really d^ing good work, not as good as m ^erj^h^a beginning which bids fair to be crowned _ labored with not be thought that this was the work of a w , -homeless the boy for seven months, often feeling that the taslk was hopeles, but not desiring to give up and confess to myse my accomplish this self-assigned task. .. - wnrV to Constant employment, a sense of respons.bd.ty for work to he accomplished, stimulated hy his own ambition an imitate others, Overcoming apparently insurmountable regard for rights of others, willingness to assist each otter Wholesome respect for honest though not always Bucces ful effort, and the removal of all artificial stimulants have ai<Wi^top mg the whole personality and in laying e oun ^ indivi(jllai character and an ethical culture, which, af ‘ must create for himself from within, not from without, from a positive, rather than a negative discipline, the importance of which can scarcely be exaggerated.
Lastly, it must not be supposed that any undue pressure has been brought to bear upon the child in accomplishing the work. There was no overburdening, as may be clearly seen in the fact that there have been only two cases of illness throughout the year, both cases of tonsilitis, requiring an absence of a week in each instance. Other absence (and it was very little) was due to attendance upon sick members of family, to holidays, or was enforced by contagious disease in the home.
In short, out of the thirty-two pupils enrolled, twenty-five have completed two years’ work, three were returned to their respective rooms as too weak for the work, three were lost through removal, and one, a Greek, just arrived from his native country and not knowing a word of English, has progressed by points, i.e. he is now reading and spelling in the third reader and has completed Fourth Grade arithmetic. The year, I am sure, though filled with hard work, has beeu one of pleasure to the pupils as well as to their teacher.
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