バートランド・ラッセル「英才教育校の必要(性)」
* 原著：Education and the Social Order, by Bertrand Russell, 1932, chap.12: Competition in Education* 出典：牧野力(編)『ラッセル思想辞典』
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精神薄弱児のための学校及び非常に聡明な子供のための特別学校は同様に必要である。
ホリングワース著『天才児童』によれば、知能指数190の少年が一般校では一人の友達もなく馬鹿にされていたが、平均知能指数164特別学校に移されたらリーダーとして認められ、信頼を得て栄誉ある地位に押され、一般校での不必要な苦痛や摩擦から解放された由。・・・。純粋な知育の観点から特別校は望ましい。既知の事柄を繰返し聞かされ、足ぶみを我慢しなければならない授業は、いかなる意味からも肯定されない。行政的に、あるいは、財政的に困難だとか、親の見栄や羨望に根ざす平均化を目指す民主主義的感情とかの他に反対理由は考えられない。精神的虐待を取り除いて、子供の才能を伸すのは社会の要請に応えることでもある。
( In urban areas, and wherever there is a sufficient density of population, there ought to be special schools for very clever boys and girls. as there already are for the mentally deficient. ...
For example: a boy whose intelligence quotient (IQ) was 190 (100 being the average) was found in an ordinary school, where he had no friends and was regarded as a fool. He was transferred to a special class for boys with median intelligence quotient 164, where he was quickly recognized as a leader and "was elected to many posts of trust and honour." A great deal of needless pain and friction would be saved to clever children if they were not compelled to associate intimately with stupid contemporaries. ... From a purely intellectual point of view they can be taught much faster, and not have to endure the boredom of hearing things that they already understand being explained to the other members of the class.)