Jealousy at NUS High School

As you may know, Ainan attended NUS High School for a time. As you probably won't know, we took him out after three weeks because it was clear that he wasn't going to be learning much there. The class offered was not of a level to teach him anything new. They also weren't willing to give him practical chemistry classes, they said: "All our classes are full: we have twenty-five students a class and can't take one more." That is what the Vice-Principal Suresh said to us. So, we didn't send him again.

Anyway, today someone from NUS High School, of about eighteen, wrote a very jealous blog about Ainan and my children. He attacked Ainan, 7, Fintan, 4, and Tiarnan, 1. He said we weren't "decent people". Is this a racist attack, I wonder, given that my children are half-Malay? (The boy in question is Chinese and so this is a potential factor, since "racial harmony" isn't perfect here. His comments were also rather strong.)

I am not going to refer you to the blog. If you have come from it, you should know which I mean. It is clear that he has no idea what a prodigious child is - or how it is defined. A prodigy is a child of adult capability, in an adult area, by the age of 11. By that criteria, Ainan, 7, should be considered a prodigy - for his studies are equivalent to an American Bachelor's degree (A level equivalent - for that is the academic standard of an American Bachelor's degree).

The funny thing is, Ainan is doing a subject at a level of someone the boy's age - yet he argues that Ainan is not "prodigious" for doing so. Ainan is ELEVEN years younger than this boy appears to be. I have not yet read a more jealous piece of writing on the internet.

I am glad, given this boy's attitude, that we took Ainan out of NUS High School: for one boy like that one, is one too many, in a whole nation.

He argues that education is not about allowing children to reach their peak capabilities. He says it is about teaching them to be "decent people" - so stating that my son, and all of us, are not. That is a libel, in itself, and no doubt actionable.

Ask yourself, is this boy an example of a decent person, when he attacks 7, 4 and 1 year olds - and their parents - on the internet? If that is what a decent person is considered to be, what an horrendous society he must come from.

(Note inserted: January 2008. I felt this post was necessary because I had been receiving a lot of traffic redirected from his libellous and offensive post. A defense of the situation was therefore necessary.)

(If you would like to learn more of Ainan Celeste Cawley, a scientific child prodigy, aged seven years and ten months, or his gifted brothers, Fintan, four years and three months, and Tiarnan, twenty months, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, the Irish, the Malays, College, University, Chemistry, Science, genetics, left-handedness, precocity, child prodigy, child genius, baby genius, adult genius, savant, gifted adults and gifted children in general. Thanks.)

NUS High School responds

Yesterday, Ainan, 7, moved class at NUS High.

As regulars know, he has been attending the National University of Singapore High School for Maths and Science. The problem has been that the class has been of too low a level compared to his degree of understanding.

Yesterday, however, he attended a new class. The level was higher - but still well within his range.

After class his mother, Syahidah, spoke to the teacher.

The teacher remarked: "He was able to answer all the questions I asked him."

That is good and it is bad. It is good that his knowledge is strong enough to allow him to answer all the questions - but it is also a bad indicator that even this class is not of the right level. To be at the right level, I believe a class should be extending boundaries: so it should NOT all be immediately answerable. If it is, then nothing new is being learnt. It is only when the answers require new knowledge, skills or expertise, that the student is going to learn anything.

So, yes, NUS has responded to the mismatch between Ainan's ability and knowledge and the demands of class - but the response is too little.

Nevertheless, Ainan enjoyed the class and was comfortable there: there was something about it that he liked. The only issue is that if he stays in this class, he is unlikely to learn much that is new. He might pick up something here and something there as the knowledgeable teacher strays off the beaten track onto something related, but new - but the core of what is being taught is unlikely to contain much that is novel.

I am heartened, that there has been some response to the situation - it is just that the response needs to be of greater magnitude if it is going to meet Ainan's needs. We will see what happens in the next couple of weeks. I will keep you posted.

(If you would like to read more of Ainan Celeste Cawley, seven years and seven months, a scientific child prodigy, or his gifted brothers, Fintan, four years and no months, Tiarnan, seventeen months, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, child prodigy, child genius, baby genius, adult genius, savant, the creatively gifted, gifted adults and gifted children in general. Thanks.)

NUS High: is education appropriate?

Can standardized education ever meet the needs of a gifted child? (Especially a prodigious one?)

I wonder at this because of Ainan's experience of NUS High. It has taken a long time to go from initial approach to actual attendance at NUS High. The journey has required many different administrative hurdles to be overcome - and, at no stage, could it be regarded as a straightforward matter. Yet, now that Ainan, 7, is attending the National University of Singapore High School for Maths and Science, I note a danger that I had not given enough thought to before. This is the danger that the school might not provide for his needed level of stimulation and education.

This might seem a strange thought for anyone who doesn't know Ainan - surely, you will ask, NUS High School for Maths and Science, should be enough of a stimulus for him, considering that he is only 7. This is not necessarily so. Ainan is studying A level Chemistry at home (and reading sometimes at a higher level still). For comparison's sake, it should be noted that A level is equivalent to a US College Degree, in academic demand.

The classes at NUS High, so far, have not been at the level that Ainan requires to extend his boundaries. He has been recapping material already known. In his first class, for instance, he learnt one new thing. That was a good start: one new thing, in two hours of class work is better than nothing. In his second class, however, he learnt nothing new at all. In the space of two hours, nothing new was covered: he was familiar with it all.

There are more dangers in this than might be immediately evident. With a gifted child, one grave danger is that of boredom. If no new material is presented, or the material presented is new, but trivially simple for the child, then the gifted child will switch off after awhile and become bored. In due course, the gifted child may lose interest in the school and in education itself. All this may result if the student is under-challenged by a course. This is what Ainan is now at risk for. The classes do not cover new material (only one new item has been introduced so far in Ainan's first week), and engage him at a level, at which, he is not charting new territories. I worry about this because I know Ainan. There is one sure way to switch him off - and that is repetition. If you repeat work he has already familiarized himself with - unless you are expanding on the material in some way/adding something new, as well - you will lose him and he will become bored.

Any gifted child may respond in this way to a standardized school experience. Such lessons do not usually adjust for the presence of the gifted child and may not extend the child's knowledge at all. In all such situations, little is learnt and there is the danger that the child may give up on learning, in such an environment. I would say that a gifted child should never be exposed to unchallenging classes and should never be asked to repeat material already known.

It may be that a school is the wrong place for a gifted child - particularly a prodigy - for school will only ever cater for the middle of the road: the mainstream of the pupil body. At NUS High School for Maths and Science, that mainstream consists of mathematically and scientifically gifted children - but there are different levels and needs of such gifted children. Some will need more than others. These children will not be catered for by a system that is aimed - and must necessarily be aimed - at the middle of the pack, if it is to work as a classroom at all.

Perhaps later classes will develop the subject in more depth. Perhaps in time Ainan will be introduced to new material and his interest will be stimulated, awakened and rewarded. This is, however, only a hope of a father who has long sought to find the right educational situation for his prodigious child. What I see, now, however, is a course that is not challenging Ainan, at present. This may change - and I hope it does. I would like to see him extend his boundaries and learn new things. That is, after all, the whole point of an education. At present, however, even in such a seemingly appropriate environment, I don't see it happening just yet. Perhaps it will change. Perhaps they will adjust to fit his needs better. I hope so - but I don't know so. It is just a father's hope. I just hope I don't hope in vain.

(If you would like to read more of Ainan Celeste Cawley, a scientific child prodigy, aged seven years and seven months, or his gifted brothers, Fintan, four years and no months, or Tiarnan, seventeen months, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, child prodigy, child genius, baby genius, adult genius, savant, the creatively gifted, gifted adults and gifted children in general. Thanks.)

Starting at NUS High

Today, Ainan did his first class at NUS High, in Chemistry.

There is no doubt that Ainan is the youngest student there has ever been at the National University of Singapore High School for Mathematics and Science. Ainan, however, has cultivated an interesting age-blindness.

I asked him:

"How old are the other students in your class?"

He was quiet a moment, then said: "I don't know."

In a way, it seemed he was deciding not to let himself know. By not seeing their age, perhaps he was hoping that they wouldn't see his age - and therefore he would fit in, better. It is an interesting stance on the issue. I feel he doesn't want to get into a conscious awareness of the age issue. He prefers just to focus on the content of the class.

He enjoyed the class and was in a positive mood afterwards, though he did note that the level wasn't as high as he felt he could manage. We will see how the place shapes up over time. It may be that they always lag behind his actual level - or it may be that they will catch up at some point. This is, I feel, always a problem in matching a child of particular gifts with an educational system. Sometimes the system may not respond rapidly enough to the child's changing needs. This is one I will have to watch to see how they adjust, over time.

At least, now, though, he is actually studying science formally. Today was his first theoretical science class. All that he has previously achieved has been outside the context of a school: it has all been homestudy with a book, and with his Dad. We will have to see if NUS High School will bring anything new to the table for him. My hope is that he will learn things there that I could not have taught him myself - but I am not sure if that is a realistic hope. It would be good to think that they could add some unique value to the situation. I will just have to wait and see.

(If you would like to learn more of Ainan Celeste Cawley, a scientific child prodigy, aged seven years and seven months, or his gifted brothers, Fintan, four years and no months, Tiarnan, seventeen months, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, child prodigy, child genius, baby genius, adult genius, savant, the creatively gifted, gifted adults and gifted children in general. Thanks.)

NUS High School: the rarity of acceleration.

I have learnt that academic acceleration is practised rarely in Singapore. That is why I had got the impression that it isn't practised at all: one simply did not hear of cases - and what one did hear was that: "Education must be age appropriate."

At the National University of Singapore (NUS) High School for Mathematics and Science there are about six hundred and sixty students, presently, if I recall our conversation with the Principal correctly. Out of those students, only ten are accelerated. All the others are in the year according to their age. That was not a misprint: 10 are accelerated.

Yet, what does this mean? You see, the academic standard required, at any given age, at NUS High is greater than that of other "High Schools", according to the Principal. So, in the sense of the standard of work at a given age, ALL the students at NUS High are accelerated. However, only those ten are officially age accelerated on top of the higher demands of the school.

Ainan would be the only student of his age (seven) to be in the school. As posted on another occasion, it was clear from staff reactions that no other primary school pupils are at NUS High at present.

I will let you know more, when I do. Thanks.

(If you would like to read more of Ainan Celeste Cawley, a scientific child prodigy, aged seven years and three months, and his gifted brothers, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, child prodigy, child genius, baby genius, adult genius, savant, the creatively gifted, gifted adults and gifted children in general. Thanks.)

NUS High School: the academic staff

I have learnt something unusual about the National University of Singapore (NUS) High School. All of its staff are University Professors.

Now, clearly the intention in arranging for all of the staff at the school to be University academics, is that they would bring to bear a deeper knowledge of their subject to the benefit of their students. Gifted students would be less likely to bump into the knowledge ceilings of the staff - or at least, they would not be so readily reachable, as in the case with a typical teacher.

However, there is a problem, that I foresee. Would a staff of academics be well-equipped to teach to school age children? The needs of the children differ from those of student age, in that a different approach may be required to teach them. Academic staff may find it more difficult to relate to school age children than they would to the usual student they are accustomed to.

Yet, I don't yet know the situation in NUS High from experience. It might work very well. The Professors here, in Singapore, may actually be good teachers able to reach children of all ages. I don't know - but I hope so.

It wasn't the case when I went to Cambridge University, in the 1980s. There the academics were very good at their subject, but had neither training nor flair for teaching in general. It was a very rare Cambridge academic who had any interest or ability in teaching. It was almost universal to have lectures presented by academics whose real interest lay elsewhere: their research. The students appeared to be an inconvenience to them.

I was very disappointed in my experience of Cambridge University - and it all came down to the undeniable fact that the staff were specialized academics, not teachers, at heart. At the core of it, they simply didn't want to teach. At least, that is the impression that was left with me, after three years there.

There were exceptions. There were rare wonderful teachers with a passion for communicating their subject to others. Above all of these, in my memory, was Professor Sir Geoffrey Lloyd, a Classicist, working in the History of Science, in particular the Ancient Greeks. He was almost alone, in my experience, in making any effort to communicate directly with his students. He was warm, welcoming, engaging, interesting, and more importantly, interested. If the Professors at NUS High are like Professor Lloyd, it will be a great experience for Ainan and a great asset to Singapore. I hope, however, that they are not like so many other Professors were at Cambridge: uninterested, self-absorbed, poor communicators and, in some cases, frankly lazy.

My feeling is that the Professors at NUS High will take their teaching roles more seriously than those at Cambridge did. That is my hope. Should that not be the case, I will let you know. But, given the importance of education in Singapore, and the relatively high status of teaching, here, compared to its status in the UK, I rather think they will be more motivated to teach well, and more proud of doing so.

Here is a final thought. All of the staff at NUS High are Professors. Students at NUS High may take any number of University modules that they wish. Is that not, in effect, then, a University for kids?

(If you would like to read more about Ainan, a scientific child prodigy, aged seven years and three months, please go to: http://scientific-child-prodigy.blogspot.com/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, child prodigy, child genius, baby genius, adult genius, savant, the creatively gifted, gifted adults and gifted children in general. Thanks.)

Reaction to a child prodigy: Singapore

What I am to describe is only a little thing, but I have never seen its like, before.

As you probably know, we went to NUS High School (the National University of Singapore High School) for Maths and Science, a couple of days ago, with Ainan.

We entered the reception, to enquire for the Principal. A member of staff approached and, as her eyes took in Ainan, she physically flinched. I will repeat that: she actually flinched - her head drew back a little suddenly, in a sharp revelation. It wasn't a huge action but it was there. Her face remained impassive - but she was unable to hide her physical reaction to Ainan. She was actually shocked.

That told me, immediately, that the greatest centre for scientific education in Singapore had never had a child as young as Ainan before - had never had a child even remotely of his youth - otherwise she would not have been shocked. I understood then, that there were no other primary school children in this school.

Everywhere we went, people would stare silently down at Ainan. With him by my side, I became invisible - all eyes were drawn to him, from student and staff alike.

It is only in such moments that I am reacquainted with how unusual Ainan is. I have watched him grow up. I have become accustomed to his every nuance of character and intellect. To me, it is the usual, the normal, the everyday Ainan. Yet, in a school dedicated to scientific excellence, I am suddenly confronted with the first impression of others: that Ainan is an example of something unheard of, someone unparralleled in the history of that school.

Perhaps, as a father, I should remember that perspective, alongside my own understanding of Ainan. Perhaps it can lead me to better prepare him for the world he is soon to become involved in.

(If you would like to read more of Ainan Celeste Cawley, a scientific child prodigy, aged seven years and three months, or his gifted brothers, Fintan, three, and Tiarnan 13 months, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, IQ, intelligence, child prodigy, child genius, adult genius, baby genius, savant, the creatively gifted, gifted adults and gifted children in general. Thanks.)

The NUS High School meeting.

I met with the Principal of NUS High School, yesterday.

The meeting was several hours long and covered many areas. Ainan and my wife were both present. Apart from ascertaining Ainan's understanding of Chemistry and ability to learn science in general, through questions and posers, in areas old and areas new - including Physics (which he solved, without prior knowledge, thankfully), we discussed much of what could and could not be done for Ainan.

There is much I cannot say, at this stage, for I do not want to prejudice matters moving forward. Yet I do wish to raise certain concerns. Firstly, they have never had a child of Ainan's age before - and do not have any prior experience with this degree of precocity. He gave examples of highly precocious children who have begun to deal with material of a comparable level, from the maths discipline (they have no other scientific prodigies, at all) - but these were all twelve or thirteen years old, or more. Ainan is almost twice as precocious as the next most precocious children, therefore.

Throughout the discussions with the Gifted Education Branch the word "flexibility" has been used, and another phrase: "No barriers". I felt, in the meeting, that the Principal was not entirely comfortable with these requirements. He spoke, instead, of "no exemptions", "no exceptions", and said things like: "If we do that for one, they will all want it". His reasoning was not, therefore, consonant with what I had been led to expect was the procedure. There are, therefore, tensions in the system over how to handle a child such as Ainan. There is little or no experience of children like Ainan - and little or no willingness to make the range of accommodations that would be necessary to create an ideal situation.

I got the impression that it was very much that Ainan was expected to adjust himself to fit in, and that adjustments would not be made to fit him, better. The system would not alter: the occupant of the system must. This attitude does not take into account his age.

So, although as you may have read in the previous posts the NUS High School presents opportunities to secure a degree, and a broad education, it also presents problems that will need to be overcome.

He expressed doubts about Ainan using the labs. He made it clear that he wanted Ainan to "go slow". He spoke of a six year course. All of these things do not take into account Ainan's individuality or his particular ability to learn very fast. The picture he mapped out for Ainan, basically does not seem to understand the degree of precocity exhibited or its full implications for an appropriate education.

The most worrying thing he said was that: "I don't want his chemistry to get too far ahead of the other things." This shows a particular failure to understand the nature of prodigy - who always have a very strong peak, along with whatever other talents they have. He seemed to be saying that it was better to impede his progress in Chemistry than let it race ahead of everything. That is not the right thing to do at all. What would be better is to give him opportunities to bring everything else up to the standard of his Chemistry - which could be done in a few months, with access to good teachers. I suggested it. His response: "I don't have the resources...and I have six hundred other students, too." The implication was clear: why should I do that for him, and not for them?

He made it clear that no individualization would occur to accommodate the presence of Ainan, despite the fact that he would be about half the age of their youngest students.

He did judge, though, at the end, that Ainan was the best scientific mind he had ever met for a Primary student, there being no other in his knowledge, as precocious. Perhaps he should think on that, for a while, and understand that, as I said to him at the end: "An exceptional situation requires an exceptional response." I wasn't sure he liked the sound of that. It was something he could agree with, I think, logically, but not temperamentally.

However, the meeting was a productive one. I got to understand more of what was on offer: to gain an initial perception of the problems and possibilities it presented. None of the problems are insurmoutable - if there is the will to overcome them. My main remnant worry is that I am not sure that that will is there. The possibilities, however, if the problems are overcome, are great. Ainan could finally have access to the educational opportunities he needs.

NUS High School, Singapore: what is it?

NUS High School, Singapore is rather different from what I had understood. It is not just a High School, but a closet University, too.

Let me explain. NUS High School for Maths and Science (to give it, its proper title) was established by the National University of Singapore (NUS), to foster excellence in maths and science and to cater for the best students in the country, in these areas. It provides a wide, modular curriculum covering Maths, Physics, Chemistry, Biology, Art, History, Geography, Music, Astronomy, Robotics, Languages and other subjects, too. The student is required to pick and choose within credit requirements in each area. As I understand it, this is probably why it is called a "High School" - for modular credit based systems are an American standard, as I understand it (correct me if I am wrong). As students progress through what is normally a six year course, the preponderance of maths and science grows, and that of humanities diminishes. In this, it is unlike a traditional American High School, in that the outcome is predetermined, to a degree: the assumption is a specialization in science, and this is built into the structure of the place.

Yet, there are differences between this school and a traditional American High School. NUS High School acts as a junior department of the National University of Singapore, itself. It does this through a facility that I was unaware of until the interview, today (which I should discuss in a different post). NUS High School allows its pupils to take modules from the National University of Singapore, itself. These modules can be used in two ways: one, is as credit towards the NUS High School Diploma; the other is as credit towards...you guessed it...a B.Sc (Bachelor of Science) Degree from the National University of Singapore (NUS).

This option of taking modules from the University is not restricted in scope, at all. In fact, ANY module at the National University of Singapore, may be taken while a person is a student at NUS High School. This means that a student of NUS High can build up credits towards a Degree at the National University of Singapore, as much as they like. Indeed, there is only one thing that I was informed of that prevents dual graduation (that is simultaneous graduation from the High School and the University): there is presently a blanket one year minimum residential requirement, for all students, at the National University of Singapore. That could be a stumbling block: how would Ainan cope with living in University residences, as a child, among adults? There could be all sorts of problems there. I can only hope for an exception on that one, I think.

So, there is a seamless transition between NUS High School and the National University of Singapore: they are, in essence, part of the same greater organization. This is news to me. I had not known that they were one in anything other than name.

Thus, on taking up a place at NUS High, Ainan, seven, would, in due course, be able to take University courses, in a modular fashion, towards his first degree. This gives me hope that arrangements can be made for him to study new material at his level, which would further his interest and understanding.

Perhaps everything will work out.

(If you would like to read more of Ainan Celeste Cawley, a scientific child prodigy, aged seven years and three months, and his gifted brothers, Fintan, three, and Tiarnan, thirteen months, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html. I also write of child prodigy, gifted education, IQ, intelligence, child genius, baby genius, adult genius, savant, the creatively gifted, gifted adults and gifted children in general. Thanks.)

Comparative education: Singapore "High Schools"

In America, "High School" has a certain meaning and a certain range of connotations. Americans know what High School is: they have been there and have gathered together certain impressions and assumptions. This understanding, however, will lead to misunderstanding of the present situation.

You see, Singapore is influenced by its colonial origins. Its education is largely patterned on the UK model of O levels, A levels and specialized single subject degrees. This is not the American system. Therefore, when I used the term "High School" yesterday, it had a different meaning from what an American would understand a High School to be. Secondary Schools in Singapore, as they are more commonly known, follow a narrower base of subjects, at a higher level than any given age in the American system. What this means is that, by the end of secondary education in Singapore (a stage normally called Junior College here), a student will have reached a higher standard than would be attained in a US High School. However, it should be remembered that this higher benchmark would be in a narrower range of subjects than in the US.

For reasons I do not yet fully know, the school which is being considered for Ainan: The National University of Singapore High School for Maths and Science, otherwise known as the NUS High School for Maths and Science, is called a High School. That is odd in the Singapore landscape: for other schools do not have this title. I will learn why on Friday, I suppose.

Anyway, given the influence of the UK system on the educational practices of Singapore, this NUS High School will reach higher standards than an American High School would, at the same age. Thus it is not a comparable situation. The level of demand on Ainan, seven, would be higher than if he were in an American High School. In Singapore, students take A levels at eighteen. As I have noted before, it was said of this exam, when I was a child, that the standard was so high that it was like taking an American college degree. That is the context in which NUS High School is embedded.

I will learn more tomorrow of what the place is about. One thing should be noted, however: NUS High School is a specialist centre for the mathematically and scientifically gifted. Therefore, Ainan would be among many gifted students - who are more than twice his age. That should be an interesting experience. I hope it is a good one, and that they welcome him. We will see.

(If you would like to read more of Ainan Celeste Cawley, seven years and three months, a scientific child prodigy, or his gifted brothers, Fintan, three, and Tiarnan, thirteen months, please go to: http://scientific-child-prodigy.blogspot.com/2006/10/scientific-child-prodigy-guide.html I also write of gifted education, child prodigy, IQ, intelligence, child genius, adult genius, baby genius, savant, the creatively gifted, gifted adults and gifted children in general. Thanks.)