loneliness.
I believe that these OEs explain Robert’s problems. However, the ramifications are uncertain. He’s too young. Only time can tell.”
“What do you mean?” Peter asked.
“I had several discussions with Robert about his dreams. They evidence strong paranoia and irrational fears. That, coupled with the trances, points to the possibility of early stage dementia or psychosis, perhaps even schizophrenia,” Uhlman said.
“Oh, my God. Not my baby. Not my beautiful boy,” said Edith, her eyes instantly welling up with tears and her hands clenched together.
Uhlman walked over to them, pulled over a chair and sat down close as he bent forward. “Don’t assume the worst. There’s an equally good chance that as Robert matures, he’ll outgrow these problems and cope very well. We just don’t know. But one thing I can tell you is that a negative environment will exacerbate the problems and cause Robert to withdraw more and more, maybe to the point of no return.”
“This is awfully dismal. What do you suggest?” Peter asked.
“I heartily recommend that you place Robert in a special program that we have developed for extraordinary children.”
“Who is ‘we’?” Peter asked.
“The Mayo Clinic under my guidance and the OSSIS, working in conjunction with MIT and Harvard University. I’m talking about a private educational facility, by invitation only from Director Varneys. It’s called the Institute For Advanced Intelligence Studies. All costs are fully covered. It’s an education and social environment tailor-made for the most brilliant children in America.”
“Where is this school?” asked Edith.
“Newton, Massachusetts -- just outside of Boston. That gives the students easy access to MIT and Harvard, but at the same time gives them their own sixty acre private campus. It’s gorgeous. It’s the finest for the finest. Even the school food is delicious.”
“I wonder how Robert would do there?” asked Edith.
“Even there, he will stand-out prominently and dwarf all the other students. But the Institute’s as good as you can get. It’s the closest he’ll ever come to fitting in.”
Peter shifted in his chair, cocked a foot against the floor and glanced at the door. “Ok Doctor. Thank you for all of this. But we can’t make any snap decisions. And we’re also going to have to talk to Bobby.”
Uhlman’s voice was firm. “Think carefully about what I said—and do some research on the subject. I can promise you that no ordinary school—public or private-can handle Robert appropriately. And home schooling for a child of his resources is out of the question. Perhaps you should consult with Ms. Kimball.”
Hearing her name, Peter shot an icy glare at Uhlman as he took that to imply that he and Edith lacked final authority on the decision. Rising from his chair, Peter extended his hand to Edith signaling that she should do likewise.
“Thank you for your time,” said Peter, as they exited the office.
8
O nce home, Peter went to the library and took out every book he could find on the educational system’s handling of highly gifted children. He combed the internet for articles and advice. There was no mention of the Institute For Advanced Intelligence Studies anywhere which bothered him. The materials that Peter read including those written by parents of gifted children were uniform in pointing out the inadequacies of public school systems in accommodating the special needs of extraordinarily intelligent students. Peter and Edith understood that these problems would only be compounded in Bobby’s case as he was so much more advanced than any of the children whose negative experiences were analyzed in the articles. As one prominent author explained:
“From their earliest months, highly gifted children absorb information from the world around them at an astonishing rate. Outside the school environment, their learning and development may proceed naturally, encountering few
I believe that these OEs explain Robert’s problems. However, the ramifications are uncertain. He’s too young. Only time can tell.”
“What do you mean?” Peter asked.
“I had several discussions with Robert about his dreams. They evidence strong paranoia and irrational fears. That, coupled with the trances, points to the possibility of early stage dementia or psychosis, perhaps even schizophrenia,” Uhlman said.
“Oh, my God. Not my baby. Not my beautiful boy,” said Edith, her eyes instantly welling up with tears and her hands clenched together.
Uhlman walked over to them, pulled over a chair and sat down close as he bent forward. “Don’t assume the worst. There’s an equally good chance that as Robert matures, he’ll outgrow these problems and cope very well. We just don’t know. But one thing I can tell you is that a negative environment will exacerbate the problems and cause Robert to withdraw more and more, maybe to the point of no return.”
“This is awfully dismal. What do you suggest?” Peter asked.
“I heartily recommend that you place Robert in a special program that we have developed for extraordinary children.”
“Who is ‘we’?” Peter asked.
“The Mayo Clinic under my guidance and the OSSIS, working in conjunction with MIT and Harvard University. I’m talking about a private educational facility, by invitation only from Director Varneys. It’s called the Institute For Advanced Intelligence Studies. All costs are fully covered. It’s an education and social environment tailor-made for the most brilliant children in America.”
“Where is this school?” asked Edith.
“Newton, Massachusetts -- just outside of Boston. That gives the students easy access to MIT and Harvard, but at the same time gives them their own sixty acre private campus. It’s gorgeous. It’s the finest for the finest. Even the school food is delicious.”
“I wonder how Robert would do there?” asked Edith.
“Even there, he will stand-out prominently and dwarf all the other students. But the Institute’s as good as you can get. It’s the closest he’ll ever come to fitting in.”
Peter shifted in his chair, cocked a foot against the floor and glanced at the door. “Ok Doctor. Thank you for all of this. But we can’t make any snap decisions. And we’re also going to have to talk to Bobby.”
Uhlman’s voice was firm. “Think carefully about what I said—and do some research on the subject. I can promise you that no ordinary school—public or private-can handle Robert appropriately. And home schooling for a child of his resources is out of the question. Perhaps you should consult with Ms. Kimball.”
Hearing her name, Peter shot an icy glare at Uhlman as he took that to imply that he and Edith lacked final authority on the decision. Rising from his chair, Peter extended his hand to Edith signaling that she should do likewise.
“Thank you for your time,” said Peter, as they exited the office.
8
O nce home, Peter went to the library and took out every book he could find on the educational system’s handling of highly gifted children. He combed the internet for articles and advice. There was no mention of the Institute For Advanced Intelligence Studies anywhere which bothered him. The materials that Peter read including those written by parents of gifted children were uniform in pointing out the inadequacies of public school systems in accommodating the special needs of extraordinarily intelligent students. Peter and Edith understood that these problems would only be compounded in Bobby’s case as he was so much more advanced than any of the children whose negative experiences were analyzed in the articles. As one prominent author explained:
“From their earliest months, highly gifted children absorb information from the world around them at an astonishing rate. Outside the school environment, their learning and development may proceed naturally, encountering few
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