historical perspectives by Jennifer L. Jolly, Ph.D., and Justin Bruno

The Public’s Fascination With Prodigious Youth

The past several centuries have presented well-doc- his ability to already speak, read, and write in his umented cases of prodigious youth. Many repre- native German (Whipple, 1924). sented extreme examples of children who had burned Heineken’s popularity was enhanced due to brightly and then faded into obscurity, succumbed Europeans’ access to disseminated information. The to a mental illness or an early death, or entered into advent of the printing press and a citizenry inch- a career deemed below their mental capacity. These ing toward higher literacy rates provided the young very public displays of mental prowess caused specu- Heineken, along with his parents and tutor, an lation about children’s mental health and the source opportunity to display his prowess. With widespread and longevity of their ability, resulting in myths exposure came widespread clamor—the boy’s fame and misunderstandings about prodigious youth. quickly spread across Europe. Multitudes gathered to This mythology existed long before the formal field gawk at the boy’s incredible abilities. He even once of gifted education was established and provided entertained the King of Denmark during a royal visit. Ta foundation for many of the first research studies Although Heineken’s mental feats had enraptured all undertaken by researchers such as Lewis Terman, of Europe, his legacy would be established during Guy Whipple, and Leta Hollingworth. his only 4 years and 4 months of life. Unfortunately, the modernizing world that created the context for Early Examples his fame could not save his life. Thought to have suffered from an undiagnosed disorder, Heineken Christian Heinrich Heineken passed away, leaving his tutor to proclaim him “a wonder for all time” (Whipple, 1924, p. 3). One of the first widely published accounts of As little is known about his life, Heineken leaves a child prodigy was that of Christian Heinrich many questions unanswered regarding the totality Heineken, a profoundly gifted child born in Lubeck, and nature of his intellect, as well as the rigor of his Germany, in 1721. By the age of 10 months, education and its relationship to his superior abili- Heineken had impressed his parents with his keen ties. Whipple (1924) asked an invariably important sense of observation and speech, leading them to question, applicable not only to Heineken’s case, but enlist a tutor to aid in his educational development. also to all prodigious children, “Is there danger of While still a baby, he learned to recite from memory ‘forcing’ his mental development at the expense of his several Biblical stories, establishing a foundation for physical or social development?” (p. 3). That is to ask, his eventual wide knowledge of world history, arith- were his parents and tutor sensitive to and mindful metic, and anatomy. According to his tutor, at the of the effects that this newfound fame would have age of 4, Heineken could recite 1,500 Latin proverbs on such a young child, regardless of his status as a and speak colloquially in French, a nice addition to wunderkind? Also, might they have been too instru-

gifted child today 61 The Public’s Fascination With Prodigious Youth

mental in his finding fame? Because of bility of its ending in this result; same way James Mill had trained his the limited information available, these and I saw no use in giving him own son. Before his second birthday, questions may never be fully answered the pain of thinking that his plans Sidis was educated to hone his skills to satisfaction. Facets of Heineken’s had failed, when the failure was of observation and reasoning (Bruce, case, though, seem to be replicated in probably irremediable, and, at all 1910). By the age of 3, he could spell similar scenarios. events, beyond the power of his and read, and would be able to write remedies. Of other friends, I had and type by his fourth birthday. His John Stuart Mill at that time none to whom I had capacities were not limited to a singular any hope of making my condi- domain: He took interest in languages, John Stuart Mill, renowned English tion intelligible. It was, however, and could read Russian, French, and philosopher and political theorist, was abundantly intelligible to myself; German by age 5; he could also, as admittedly the product of a strict and and the more I dwelt upon it, his father proclaimed, pass a medi- rigorous education undertaken by the more hopeless it appeared. cal student examination based upon his father. Rigid homeschooling had (“Autobiography,” n.d., para. 58) his extensive knowledge of anatomy been a popular practice in Victorian (Wheeler, 1910). Having passed all England, and Mill’s father, a man of His depression would eventually seven grades of the public school in erudition and an historical scholar, recede, as he learned to find content- 6 months, Sidis was kept at home for sought to extend the application to edness in the smaller pleasures in life. schooling for 2 years, during which his son. By age 3, he was studying Mill’s father had not intended to rear his father strove to arouse and main- ancient Greek; by age 8, he had read an exceptional offspring for the pur- tain the boy’s curiosity and proclivity the histories of Herodotus, Xenophon’s pose of fame. The fact that his father’s for mathematics. Besides a 3-month Cyropaedia, and several of the dialogues purposes were not exploitive (although stint in high school, all of William’s of Plato, in Greek (Quart, 2006). His perhaps misguided) may explain Mill’s schooling occurred at home, allowing strict regimen demanded that he be prolific output later in life, achieving him to achieve more incredible feats, isolated from his peers, leaving Mill prominence as a thinker in the fields including the creation of a new table of clueless to the notion that he was of philosophy, political theory, and logarithms and an intense knowledge not only unique, but also profoundly economics. His life remains a rich of algebra, trigonometry, geometry, gifted. and valuable source of study for those and calculus. The media also had taken The brand of education that James concerned with the education of child notice, evidenced by newspaper and Mill had subjected upon his son, prodigies, particularly the pitfalls of magazine articles detailing the young though, gave no attention to the areas neglecting basic social and environ- prodigy’s experience (Montour, 1977). of social or emotional need, leaving mental needs of the gifted, both of His father, clearly aware of the school the younger Mill with both a sense which have been well-established as system’s inability to effectively educate of misdirection and an undesirable important factors in a child’s health his son, attempted to enroll William requisite to live up to his father’s and happiness. A similar, yet more at Harvard College at age 9, although astronomical expectations. He would unfortunate, tale from the last century he was not admitted until age 11 after later recall that his father, “in all his lies in the case of William James Sidis. a series of denied applications. While teaching, demanded of me not only at Harvard, Sidis’ propensity for math- the utmost that I could do, but much William James Sidis ematics and science flourished, culmi- that I could by no possibility have nating in his paper on and presentation done” (“Autobiography,” n.d., para. Montour (1977) described in detail of his original theories entitled “Four- 4). By his 20s, Mill would fall into a William Sidis’ upbringing. Born in Dimensional Bodies.” With greater deep depression, a result of finding no 1898, Sidis was the child of Russian success came greater fame, as magazine purposeful end to his means, and no immigrants. His father, Boris, had and newspaper articles soon made Sidis avenues of application for his wealth achieved an education at Harvard, a fixture in the public consciousness. of knowledge and intellect. He recalls: forming the basis of his eventual career Attached to that fixture always was the in medical psychology. The elder Sidis, presence of the boy’s father, seemingly My education, which was wholly dissatisfied with the inadequacies of the ever ready to explain his son’s phenom- his work, had been conducted American public school system, sought enal success. Bruce (1910) noted the without any regard to the possi- to rear William James in much the elder Sidis’ declaration that William’s

62 spring 2010 • vol 32, no 2 The Public’s Fascination With Prodigious Youth mental development was not the result libel suits against the latter publica- The Quiz Kids radio program “of heredity, not of exceptional native tion, also claiming a violation of pri- debuted on June 28, 1940, and at talent, but of a special education he vacy (Montour, 1977). Sidis’ parenting the height of its popularity had 10 has received, an education having as its was both negligent and unmindful to million listeners. It was a staple of chief purpose the training of the child the sensitivities of his gifted son. American popular culture, spawn- to make facile, habitual, and profitable ing a cottage industry of Quiz Kids use of his hidden energies” (p. 692). Tiny Intelligentsia paper dolls, lunch boxes, dictionaries, Because there was a steadily rising focus and even a magazine. Some teachers upon child prodigies in the news, there The specific needs of the gifted assigned listening to the Quiz Kids was always ample opportunity for Dr. had not even been fully conceived or as homework on its broadcast night, Boris Sidis to showcase the exceptional set forth by Lewis Terman and Leta Wednesdays (Bolding, 1941). While talent and intellect of his son, as well Hollingworth when these early prodi- on promotional tours and selling war as his methodology in shaping the boy wonder. Articles on Sidis appeared in North American Review, The Outlook, Harper’s Weekly, The Independent, The public’s interest in the unusual Current Literature, and the New York Times (Montour, 1977). The media fire or outliers continued but instead of having been lit, a nationwide aware- ness grew to expectation, as Americans wondered how high the boy’s star being ogled out of curiosity, Americans would rise. Unfortunately, the same media that celebrated their intellectual gifts and followed his impressive rise to fame and academic success would chronicle in detail his failure to meet those expecta- charming personalities. tions. Sidis, much like Mill, had lost academic direction; even at one point attempting to study at Harvard Law gies appeared. However, the early 20th bonds during World War II, crowds School, only to soon after teach math- century brought about a new under- as large as 15,000 turned out to get ematics at Rice University. Newspaper standing of prodigious youth, or as they a glimpse of these “tiny intelligentsia” articles focused upon his misdeeds were now more commonly referred, and a sampling of their mental prowess rather than accomplishments, with gifted children. The work of Terman (Feldman, 1982; Hickok, 1947). editorials and news stories concentrat- and Hollingworth did much to influ- The Quiz Kids were predominantly ing on his faults, including an arrest ence how the general public and educa- White children from a variety of home in 1919. Discontent with public life, tors perceived gifted children, and 20 backgrounds in and around the Chicago Sidis went into hiding, in an effort to years after the formalized field of gifted area. Several hundred children appeared study and work in seclusion. He lived education was established another on the program over its 13-year run, the remainder of his life working in example of prodigious youth emerged with the average number of appearances low-paying jobs and became estranged and appeared to support the longi- being five. Some of the more successful from his family, including the father tudinal research findings of Terman and popular Quiz Kids included Gerard who had been so instrumental in his and Hollingworth—gifted children, Darrow, Joan Bishop, Joel Kupperman, early success and celebrity. Until his despite their intellectual prowess, were Ruthie Duskin, and Richard Williams, death in 1944, he was hounded by well rounded, well liked, and were with more than 100 appearances each. media attention, with publications, the both physically and mentally robust Teachers initially recommended children New York Times and New Yorker maga- (Jolly, 2005). The public’s interest in for the first broadcasts and eventually zine foremost among them, proclaim- the unusual or outliers continued but the show would receive 50 applications ing his life an apparent failure due to instead of being ogled out of curiosity, a week from children all over the coun- his nondescript status in society. His Americans celebrated their intellectual try. IQ was a determinant (several had final years were spent in deliberating gifts and charming personalities. recorded IQscontinued of 200) on of page acceptance ?? but

gifted child today 63 The Public’s Fascination With Prodigious Youth

a questionnaire also was required and advanced one or two grades, result- satisfaction in career and relationships” often more influential than IQ (Hickok, ing in early entrance to colleges such (Peterson, 2009, p. 280) rather than rec- 1947). One out of 25 applicants had a as Northwestern University, Columbia ognizing that social and emotional needs chance of being accepted on the show, University, MIT, The University of of gifted children often were directly cor- with a “girl shortage” being a constant Chicago, and Harvard University. related with their extreme intellect and worry (Hickok, 1947, p. 31), as few Savings bonds earned during their run unusual understanding of the world were deemed to possess a wide enough on the radio show helped to fund their around them. The Quiz Kids unknow- knowledge to compete. The program college educations. Those who chose to ingly may have contributed to this lack format consisted of Quizmaster Joe pursue artistic careers used their earn- of awareness themselves. Northwestern Kelly, volleying questions at the “young ing to finance dance, singing, and music University’s Paul Witty cited that the Euclids” ranging from mathemat- lessons (Feldman, 1982). Being a part Quiz Kids “eras[ed] any idea that the ics, history, opera, Shakespeare, and of the Quiz Kids program did not guar- gifted child is usually a peculiar, eccentric the Bible, to name a few topics. Their antee these children a future of “early misfit” (“Radio & TV: The Kids,” 1952, knowledge in many cases appeared to ripe, early rot,” or as some suggested, “ para. 1), which is true but those included be boundless. Occasionally professors . . . that when there is too much posi- in Ruth Duskin Feldman’s book What from Northwestern University, U.S. tive acceleration in the learning process Happened to the Quiz Kids? revealed that senators and congressmen, and popular very often a mental plateau is reached there were real issues that stemmed from figures of the day such as Bing Crosby where further learning slows down or their extreme intellect and asynchronous and Bob Hope would appear as guest slumps” (Lyon, 1941, p. 293). The Quiz development that was only exacerbated Quizmasters (Hickok, 1947). Kids appeared to be well adjusted and at times by their Quiz Kids legacy. Several There were those who questioned after their tenure on the show pursued of the males found it difficult to date in the appropriateness and value of such a variety of careers similar to Terman’s high school and college, and females exposure for these children and even Termites but never achieved the level were not often counseled or mentored referenced the case of Sidis as a cau- of eminence that was predicted and/or to pursue careers outside of the home. tionary tale, questioning the delicate expected for gifted children. The only Others resented their tenure on the balance between encouragement and real exception was James Watson, who Quiz Kids program or chose careers out forcefulness of development (Lyon, was awarded the 1962 Nobel Prize in of expectation rather than true interest 1941). However, Witty countered: Physiology for his groundbreaking (Feldman, 1982). work on DNA. However, many chose What gifted children need are professions where they found success suitable challenging opportuni- as lawyers, doctors, CEOs, professors, Conclusion ties and this great problem of professional artists and performers, and the school and the home. Such teachers. Many of the females in adult More recently, TV shows such as challenging opportunities are life listed their profession as housewife Are You Smarter Than a 5th Grader? provided for a considerable num- (Feldman, 1982). and Our Little Geniuses have raised ber of very bright children on Despite the overall positive well-being new questions about the exposure the Quiz Kids program. It also and trajectory of the Quiz Kids, their of gifted children to the media and gives them a chance to reveal social and emotional needs were over- to what benefit. Our Little Geniuses, and develop their abilities. Some looked in many cases. Hollingworth which has been planned for release people may question the form of touched upon the social and emotional in early 2010, appears to be the more expression, but none can deny its needs of gifted children in her seminal egregious of the two by first using a value in revealing the children’s research, but this facet of gifted children label such as genius (a term not com- potentialities—nor stimulation was not fully explored until the latter monly used in the present-day field of it provides for all children who part of the 20th century (Jolly, 2007; gifted education) and resting an entire listen to the program. (as cited Peterson, 2009). In fact, in many ways family’s financial future on a child’s in Hickok, 1947, p. 191) these researchers almost did too good of performance. The show’s format “will a job in demythologizing the gifted and allow parents of young geniuses —age Most Quiz Kids attended public schools “may also have contributed to the notion 6 to 12—to put their kids’ knowledge in the Chicago area or The University that high capability means solid men- to use by answering increasingly dif- of Chicago Lab School. Many had tal and physical health and success and ficult questions as they work their

64 spring 2010 • vol 32, no 2 The Public’s Fascination With Prodigious Youth way up to win their family hundreds Bolding, A. W. (1941). Editorial post- Peterson, J. S. (2009). Myth 17: Gifted of thousandscontinued of dollars” from page (Wyatt, ?? 2009, script. The Journal of Education, 124, and talented individuals do not have para. 1). Parents also will have access 294. unique social and emotional needs. to Ivy League professors and medical Bruce, H. A. (1910). Bending the twig: Gifted Child Quarterly, 53, 280–282. doctors in order to gauge their child’s The education of the eleven-year-old Quart, A. (2006). Hothouse kids: The dilemma of the gifted child. New York, performance (Wyatt, 2009). (Author boy who lectured before the Harvard NY: The Penguin Press. note: Perhaps the producers have had professors on the fourth dimension. Radio & TV: The kids. (1952, July their own misgivings about the show American Magazine, 69, 690–695. Feldman, R. D. (1982). Whatever hap- 7). Time Magazine. Retrieved from as, at the time of this writing, it has http://www.time.com/time/magazine/ been put on hold after taping several pened to the Quiz Kids? Chicago, IL: Chicago Review Press. article/0,9171,888747,00.html episodes.) These types of programs and Wheeler, J. (Ed.). (1910). The boy prod- Hickok, E. M. (1947). Quiz Kids. Boston, other public forums, much like their igy of Harvard. Current Literature, 48, MA: Houghton Mifflin. predecessors, focus solely on gifted 291–293. Jolly, J. L. (2005). Pioneering definitions children’s keen intellect and present a Whipple, G. M. (1924). Historical and and theoretical positions in the field of introductory. In G. Whipple (Ed.), The one-dimensional and stereotypical por- gifted education. Gifted Child Today, trait, resulting in a no greater qualita- twenty-third yearbook of the National 28(3), 38–44. Society for the Study of Education. Part tive understanding of gifted children’s Jolly, J. L. (2007). The research legacy of capabilities and their correlation to I: Report of the Society’s Committee on Leta S. Hollingworth. Gifted Child the Education of Gifted Children (pp. their social and emotional needs. GCT Today, 30(3), 57–64. 1–25). Bloomington, IL: Public School Lyon, G. W. (1941). Is it good for the Publishing. References “Quiz Kids”? The Journal of Education, Wyatt, E. (2009). Coming to Fox: 124, 293–294. “Our Little Geniuses.” Retrieved Autobiography by John Stuart Mill (1873). Montour, K. (1977). William James Sidis: from http://mediadecoder. (n.d.). Retrieved from http://www. The broken twig.American Psychologist, blogs.nytimes.com/2009/11/11/ utilitarianism.com/millauto 32, 265–279. coming-to-fox-our-little-genius

Cyberbullying and Sexting:

continued from page 16 Gable, R. K., Ludlow, L., Kite, S., & www.cyberbullying.us/Top_Ten_Tips_ McCoach, D. B. (2009, April). Devel- Parents_Cyberbullying_Prevention.pdf opment and validation of the Survey of Peterson, J. S., & Ray, K. E. (2006). Bul- References Internet Risk and Behavior. Round- lying and the gifted: Victims, perpe- table presentation at the 2009 Annual trators, prevalence, and effects. Gifted A Thin Line. (2009).A thin line. Retrieved Meeting of the American Educational Child Quarterly, 50, 148–168. doi: from http://www.athinline.org/ Research Association, San Diego, CA. 10.1177/001698620605000206 about#research Goodstein, A. (2008). Cyberbullying: Stephey, M. J. (2009). The top 10 every- AP-MTV. (2009). A thin line: 2009 AP- The new bathroom wall. Duke Gifted thing of 2009: Top 10 buzzwords. MTV digital abuse study. Retrieved Letter, 8(2). Retrieved from http:// Retrieved from http://www.time. from http://www.athinline.org/ www.dukegiftedletter.com/articles/ com/time/specials/packages/arti MTV-AP_Digital_Abuse_Study_ vol8no2_tm.html cle/0,28804,1945379_1944799,00. Executive_Summary.pdf Hinduja, S., & Patchin, J. W. (2009a). html Estell, D. B., Farmer, T. W., Irvin, M. J., Preventing cyberbullying: Top ten tips Willard, N. (2007). Educator’s guide to Crowther, A., Akos, P., & Boudah, D. J. for educators. Retrieved from http:// cyberbullying and cyberthreats. Retrieved (2009). Students with exceptionalities www.cyberbullying.us/Top_Ten_Tips_ from http://www.cyberbully.org/ and the peer group context of bullying Educators_Cyberbullying_Prevention. cyberbully/docs/cbcteducator.pdf and victimization in late elementary pdf Zetter, K. (2009). Parents of dead teen sue school. Journal of Child and Family Hinduja, S., & Patchin, J. W. (2009b). school over sexting images. Retrieved Studies, 18, 136–150. doi: 10.1007/ Preventing cyberbullying: Top ten tips from http://www.wired.com/ s10826-008-9214-1 for parents. Retrieved from http:// threatlevel/2009/12/sexting-suit

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