Path: utzoo!mnetor!uunet!husc6!bloom-beacon!tut.cis.ohio-state.edu!rutgers!topaz.rutgers.edu!clong From: clong@topaz.rutgers.edu (Chris Long) Newsgroups: sci.psychology Subject: Re: Hi-Q societies Message-ID: Date: 30 Mar 88 05:55:37 GMT References: <7743@apple.Apple.Com-> <2042@mind.UUCP> <1015@bingvaxu.cc.binghamton.edu> Organization: Rutgers Univ., New Brunswick, N.J. Lines: 35 In article <1015@bingvaxu.cc.binghamton.edu>, Cliff Joslyn writes: {excellent article deleted} An idea: why don't educators let the kids who *want* to take accelerated courses take them? In 7th grade my science teacher wouldn't recommend me for IPS (intro. to physical science), the starting course of the fast track in science. His reasoning? I kept poor notes. Four years latter I set a school record in the New Jersey State Science day competition; 8th place in chemistry at the senior level while I had a severe head cold. I *loved* science. A stubborn kid, I still found it in my heart to apologize and be let back in the class from the "stand out in the hall" punishment whenever any science, especially astronomy, was brought up. Oh, I eventually got let into the advanced science track after enough begging, but not until I had taken the "regular" biology with the already referred to "Monty Hall" teacher. Let the kids take what they want. If they choke, they did it to themselves. Give them good libraries, ample computer access, good journals (RIP Mathematics Student), and above all, *people with knowledge* to talk to. When I was in High School, I would have given my right arm to talk to anyone interested in mathematics, especially my own age. Even at Rutgers (25,000 students) there are no other undergraduates interested in problem solving to the extent that I am. Thank the gods for journals and Usenet. -- Chris Long Rutgers University RPO 1878 CN 5063 New Brunswick, NJ 08903 (201)-932-1160 clong@topaz.rutgers.edu