Gifted Children (John Green)

From his An Abundance of Katherines*:

The biggest study of highly gifted children ever undertaken was the brain-child (as it were) of one Lewis Terman, a psychologist in California. With the help of teachers around the state, Terman chose some seven thousand gifted children, who have now been followed for almost sixty years. Not all the kids were prodigies, of course—their IQs ranged from 145 to 190, and Colin, by comparison, had an IQ that sometimes measured above 200—but they represented many of the best and brightest children of that generation of Americans. The results were somewhat startling: the highly gifted kids in the study weren’t much more likely to become prominent intellectuals than normal kids. Most of the children in the study became successful enough—bankers and doctors and lawyers and college professors—but almost none of them turned out to be real geniuses, and there was little correlation between a really high IQ and making a significant contribution to the world. Terman’s gifted children, in short, rarely ended up being as special as they initially promised to be.

Take, for instance, the curious case of George Hodel. With one of the highest IQs in the study, one might have expected Hodel to discover the structure of DNA or something. Instead, he was a fairly successful doctor in California who later lived in Asia. He never became a genius, but Hodel did manage to become infamous: he was quite probably a serial killer. So much for the benefits of prodigy.

As a sociologist, Colin’s dad studied people, and he had a theory on how to transform a prodigy into a grown-up genius. He believed Colin’s development ought to involve a delicate interplay between what he called “active, results-oriented parenting” and Colin’s natural predisposition to studying. This basically meant letting Colin study and setting “markers,” which were exactly like goals except they were called markers. 

Colin’s father believed that this kind of prodigy—born and then made smarter by the right environment and education—could become a considerable genius, remembered forever. He told Colin this sometimes, when Colin would come home from school sullen, tired of the Abdominal Snowman, tired of pretending that his abject friendlessness didn’t bother him.

“But you’ll win,” his dad would say. “You have to imagine that, Colin, that one day they will all look back on their lives and wish they’d been you. You’ll have what everyone else wants in the end.”

* A follow-up to this from Losing:

Grades 1-12 suuuuucked. 

My parents knew this was coming, right from the bitter beginning. Dad told me the story after I had left for college:

When I was in first grade, my folks went to the parents’ night where they were given the results of our standardized tests. My mom sat beaming, holding out the sheet with all my 99th percentiles like a trophy. When the test expert got to the part of his presentation about gifted students, he noted that kids at the very top often had significant problems fitting in. He even mentioned troubles with teachers.

Goddamn was he prophetic.

As he painted this gloomy picture, mom’s face slowly fell. She pulled the sheet in closer and closer and sank down lower and lower, trying to hide.