Classroom problems in the education of gifted children . otal Part of total school population normally rep-resented 110 10 10 20 Upper 20^ 115 8 7 15 Upper 10^ 120 7 5 12 Upper 5^ 125 5 3 8 Upper bio 150 4 3 7 Upper \io 140 2 0 2 Upper ^ It has been suggested that the intelligence standard foradmission to a special class for gifted children be set at a mentaladvancement of two whole years,which, at the age of most of thechildren in this class, would result in an intelligence quotient ofabout 120, which Terman makes the dividing line between superiorand very superior intelligence. There are
Classroom problems in the education of gifted children . otal Part of total school population normally rep-resented 110 10 10 20 Upper 20^ 115 8 7 15 Upper 10^ 120 7 5 12 Upper 5^ 125 5 3 8 Upper bio 150 4 3 7 Upper \io 140 2 0 2 Upper ^ It has been suggested that the intelligence standard foradmission to a special class for gifted children be set at a mentaladvancement of two whole years,which, at the age of most of thechildren in this class, would result in an intelligence quotient ofabout 120, which Terman makes the dividing line between superiorand very superior intelligence. There are 13 children in theclass who show a mental advancement of two years or more, and 12who have an intelligence quotient of 120 or better (Table V). Of •^Terman, L. M. The Measurement of Intelligence, pp. 78, 96.^Eoke, K. J. The Public Schools and the Abnormal Child. Psychologi-cal Clinic, 9:258-245, January, 1915. ioddard, H. H. Two Thousand Normal Children Measured by the BinetMeasuring Scale of Intelligence. Pedagogical Seminary 18:232-259,June, 53 these 12, it is interesting to note that four come from the homesof skilled laborers and tradesmen, four are children of bankers ormei^chants, one comes from the home of a faculty member, tr/o fromhomes representing other professions, and one from the home of aseamstress. Seven children of faculty members, in the whole group,contribute only one intelligence quotient above 120, although onlytwo of them fall below 110. CRITICISM OF THE MZETHOD OF SELECTION The basis of selection of the pupils of the experimen-tal room and the manner in which that selection was made have beendescribed in an earlier portion of the present chapter. It will beremembered that the room, as actually constituted, received theupper 20 per cent each of the fifth and sixth grades of the LealSchool, and that the selection was made entirely upon the opinionsof the principal and the teachers, whose judgment, naturallyenough, was based largely upon the school
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