Why should gifted children experience trouble with ordinary school curricula?
Precisely because the curricula are ordinary. Education is a mass enterprise, geared by economic necessity as well as politics to the abilities of the majority. Just as a child of less-than-average mental ability frequently has trouble keeping up with his classmates, so a child of above-average ability has trouble staying behind with them. Prevented from moving ahead by the rigidity of normal school procedures, assigned to a class with others of the same age, expected to devote the same attention to the same textbooks, required to be present for the same number of hours in the same seat, the gifted youngster typically takes one of three tacks: (1) he drifts into a state of lethargy and complete apathy; (2) he conceals his ability, anxious not to embarrass others or draw their ridicule by superior performance; or (3) not understanding his frustration, he becomes a discipline problem.” – Dr. Harold C. Lyon, Jr., former Director of Education for the Gifted/Talented, U. S. Office of Educat
