How Children Succeed: Grit, Curiosity, and the Hidden Power of Character

Chapter 3 introduces Elizabeth Spiegel, the chess instructor at Intermediate School 318 (IS 318) in Brooklyn. Tough notes the diversity of the school’s chess team, composed of mainly Black and Hispanic students “from the struggling working class” (108). Despite the prevailing notion that chess success is reserved for affluent children, IS 318 boasted the best scholastic chess program in the country.

Spiegel’s teaching methodology went beyond chess strategies; it taught students how to think. Her approach aligned with the metacognitive strategies studied by Martin Seligman and taught by Angela Duckworth. It also reflected research on executive functions, particularly cognitive flexibility and cognitive self-control, which are vital for problem-solving and decision-making. Spiegel taught her students the importance of seeing alternative solutions, thinking creatively, and resisting impulsive responses—a skill set essential for success in chess and beyond.

In interviews with Tough, Spiegel emphasized her role as a teacher, likening it to serving as a mirror for her students. She focused on discussing their chess moves objectively, helping them understand their mistakes, and becoming more aware of their thought processes. While she had a warm relationship with her students, she believed it was her responsibility to challenge them intellectually rather than offer motherly care. Tough acknowledges that research by Michael Meaney and Clancy Blair suggests that warmth and nurturance are crucial for infant development but says that Spiegel’s success indicates that adolescents are motivated differently. Spiegel posited that middle school students are driven by someone taking them seriously, believing in their abilities, and challenging them to improve—a form of attention that fosters concentration and dedication.

After IS 318 performed well at their junior high tournament, clinching wins in both their divisions and allowing a student named James to reach his goal of a 2200 rating, achieving the chess title of national master, Spiegel gave herself a new mission: She volunteered to train James for the Specialized High School Admissions Test, a test that determines admission to the city’s prestigious high schools. Since Spiegel knew James had the ability to absorb chess knowledge quickly, she thought that James could do well on the exam, even though he consistently scored below average on standardized tests.

James clearly possessed intelligence and grit. However, even though Spiegel tutored James throughout the summer and James worked hard, he still struggled. Spiegel told Tough she was angry at how little James had been taught throughout his life. Tough acknowledges that, like the SAT, the specialized school test is difficult to cram for and reflects knowledge accumulated over time, “most of which is absorbed invisibly throughout childhood from one’s family and one’s culture” (146). If James had had four years to study instead of six months, he says, it might have been possible to turn him into a top student in time for the exam.