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Show VMscellany Guiding the Gifted. There :s more reason in the decision of the general education board of the Rockefeller Foundation to study the case of exceptionally talented children than may be apparent at first thought. Bright minds are sometimes harder to understand under-stand and guide aright than ordinary minds. It is the board's intention to figure fig-ure out the best methods oE going about the process. The true teacher, of course, makes it a rule to study the different temperaments that come under his influence. influ-ence. The skill he shows depends en-tirelv en-tirelv on his individual capabilities In the discharge of his responsibility. He may or mav not properly understand every one of "the children intrusted to his care. But the unusually gifted child is as rare as the unusually backward one, and the teacher cannot be blamed If he fixes his attitude toward the class, in general from the viewpoint of the avef;Lge pupil. In consequence, the overly talented pupil is apt to miss the special consideration consid-eration that his possibilities warrant. In former days the backward pupil, the pupil who was deficient, had also to shift for himself as best he might. This has been changed, until now he receives special spe-cial treatment of the sort best calculated calcu-lated to develop his peculiar mind. Now the other extreme of child mentality is to be studied scientifically, so that we mav know how best to direct his uiujsual intellect. AUoeether it is a sensible procedure pro-cedure on the. part of the educators, who realize that overly talented children, children with exceptionally active minds, arc as much entitled to particular educational edu-cational treatment as their less gifted brothers. Cleveland Plain Dealer. |