Long ago there was a little boy who lived in the wood with his father and his sister. One night, the three of them were out collecting firewood when they heard a low, delicate whimper. The father realised it was an injured animal and ordered the children to fetch water from the lake, whilst he followed the sound. Hours past but the father did not return. The children became fearful for their father’s safety and in their moment of fright, they disobeyed their father in order to find him. tAnd find him they did. However, he was no longer the man he once was. Both his eyes were slit through their centre, oozing blood down the paleness of his face. His neck had been torn open. The entirety of his midsection was split but nothing, not one, single organ, seemed to be left within. Each limb still remained, however they had been dragged, with some exceptional force, in the opposite direction to which they were designed. tThe children screamed and ran, though the image of their father’s mangled corpse seemed to chase after them. They slept. Within the whisper of the wind came the sweet tune of a woman’s song. The little girl awoke to the feeling of happiness, security and motherly love that the song carried with it. She needed to find the woman it had come from. Leaving her brother, she took off into the wood to try and find the singer.tThe little boy quickly entered into a spit of panic when he found his sister missing. He didn’t know whether he should call out for her, look for her or wait. But waiting could mean the worst, he thought, and so he took off into the woods after her. He had searched everywhere, every dark corner and decrepit tree, before reaching the lake. The moon reflected off its black surface, which drew his attention to something bobbing within the ripples. tIt was a leg. When he caught sight of the foot, the boy fell to his knees. He recognised the shoe. It was his sister’s shoe; his sister’s leg. Soon enough, the other body parts came drifting to join the leg, forming a rough manifestation of what was once his sister’s living body. Firstly, there was a head facing down in the water, then arms seemingly blue under the moonlight, and lastly a torso coated in her favourite dress. He felt sick, lost, terrified to his very core. tJust as thoughts of never being whole again began to pain his chest, the boy heard the snapping of a twig behind him. He dared to turn around but all he found was a small, black-furred wolf. The wolf approached him timidly, whining deep in its throat to say to the boy that he too was lonely and afraid. The boy put out his hand for the wolf to join him and they sat together. Perhaps he would be OK. Perhaps all that had happened had led to this; something new. He rustled the fur of his new friend, starting with its back then its ear before going under its snout. tHis hand touched something wet and sticky. He drew it from the wolf to get a better look, only to find a crimson substance now clinging to his small hands. Blood. The wolf turned on the boy as its eyes became a pale blue before thwack! He tore the boy’s face from his head…
Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered.In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck.Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students.This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not.The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits.