Miracle Man (8 page)

“It’s lovely to hear you say that,” said Edith, beaming.

Uhlman leaned further forward and tapped his desk with his forefinger for emphasis as he spoke. “The results of the exams are nothing short of astounding. Robert is like the Grand Canyon; he’s one-of-a-kind. I don’t believe there has ever been anyone who possesses the magnitude of raw intelligence that Robert has.”

“How can that be?” asked Peter as he shook his head from side to side.

Uhlman sat back in his chair. “Frankly, we don’t know. There’s no plausible explanation for something like this. The more we study human intelligence, the more we realize how little we know.”

“Well, what does that mean in practical terms?” Peter asked.

Uhlman handed Peter and Edith a sheet of paper. “Here’s a list of some of the great geniuses in history and their actual tested IQs, or comparative-history determined IQs, based on Catharine Cox’ renown analysis. These are widely accepted in the scientific community as being accurate.” Edith and Peter read the names and the corresponding number:

William Sidis: 300

Johann Von Goethe: 225

Leonardo da Vinci: 225

Kim Ung-Yong: 210

Nathan Leopold: 210

Hypatia: 210

Christopher Langan: 210

Emanuel Swedenborg: 205

Gottfried Leibniz: 205

Francis Galton: 200

Michael Kearney: 200

John Stuart Mill: 200

Hugo Grotius: 200

Thomas Wolsey: 200

Michael Grost: 200

Isaac Newton: 190

Albert Einstein: 180

Uhlman continued, “Now, in comparison, Robert’s IQ is so high that we here at Mayo can’t accurately quantify it, and Drs. Draper, Knoll and Massey reached the same conclusion. And I have to tell you, if you’ll excuse the immodesty, that my staff and I are at the pinnacle of expertise in the field of intelligence measurement.”

“Do you have any idea?” asked Peter.

“We can only begin to estimate Robert’s minimum intelligence. This we put at 550-600, but I’m confident that this is inordinately minimized. Now in IQ terms, every fifteen points higher is a standard deviation off the mean, which means that a 200 or 300 point differential in IQ between Robert and the highest person on the list, William Siddis, represents not just twice, but a quantum leap in the intelligence level. A veritable different species altogether.”

“How could this happen? It just doesn’t make any sense,” Edith said.

“We don’t know. My guess would be some kind of genetic mutation. We’re running DNA analysis from a piece of Robert’s hair.”

Peter shifted uneasily in his chair and pulled at his pants. “Doctor—is this a good thing or is there a dark side here for our son?”

“That’s a very good question, Mr. Austin.”

“The good, of course, is that Robert enjoys his intellect, as you know. He has an insatiable thirst for knowledge and loves to be challenged mentally. His potential is unlimited,” Uhlman said.

“And the bad side?” Edith asked, sitting rigidly, her back straight and her hands pressed tightly together.

Uhlman intertwined the fingers of his massive hands in front of him as he looked squarely at Peter and Edith. “Well—there are a few things. So far, Robert has been sheltered from society. He hasn’t attended school and he hasn’t been exposed to the media. So he has been able to thrive in the private sequestered environment that you’ve created for him. That will come tumbling down the moment Robert steps foot in school. That will be the beginning of the pain and hurt for him. The isolation, the frustration, and the taunts.”

“What are you talking about? He’ll be the star in school.” Peter flicked his right hand as if to brush away Uhlman’s comment.

“That’s not how it works, Mr. Austin. There are hundreds of treatises written on the subject. Robert will suffer mightily in a normal academic and social environment.”

Peter’s face was now red and his voice had grown louder. “Let’s change gears here for a moment. Did you investigate what we originally went to Dr. Draper for in the first place? The nightmares and trances?”

“Yes I did. Let me give you some background. Children who have exceptional intelligence also have what are called “Overexcitability Factors”. These were first identified and classified by the famed Polish psychiatrist, Dr. Kasimierz Dabrowski, who recognized five dimensions in which gifted children showed greater than normal psychic intensity. He called these intensities, OE’s—which are heightened levels of awareness and sensitivity to various stimuli. The greater the intelligence level, the more pronounced the OE. This has been proven in countless case studies. Robert, being of extraordinary intelligence, is also prone to extraordinary levels of OE. Of the five types of OEs, the two that are most relevant to Robert’s nightmares and trances are the ones which Dabrowski designated as “Imaginational” which are characterized by inventiveness, the ability to visualize clearly, dreaming, daydreaming, fantasy and magical thinking; and “Emotional”—an intensity of feeling and susceptibility to depression, anxiety and 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 obstacles. Though parents may not always be prepared to provide optimum learning experiences and materials, they aren’t likely to actively work against the child’s development. Once unusually bright children begin formal schooling, however, this open-ended learning environment almost always disappears. For the first time they are expected to conform to a learning curve that bears no relationship to their own. They are expected to stop learning and wait for other children to ‘catch up’. In school the problems of boredom, lack of challenge, dearth of materials and adult failure to recognize the extent of the children’s capabilities combine to short circuit learning. Boredom, frustration, listlessness, disinterest and hostility to school develops.”

Peter and Edith were alarmed by a highly regarded article written by psychiatrist, Theodore Isaac Rubin, who said, “Failure to nourish the capacities these children bring with them thwarts and distorts their whole being. Much psychic pain and disorder is caused by deprivation of the resources and support necessary to fully develop their abilities. The stunting and crippling effect of deprivation is directly proportional to the innate capabilities and potential of the person in question.” Peter and Edith interpreted this to corroborate the admonitions that Dr. Uhlman had given them about Bobby—i.e., that a negative educational environment would exacerbate and accelerate his mental problems. It appeared to them that enrolling Bobby in the Institute was the only responsible decision.

Standing at the kitchen sink, Peter seemed to be applying more concentration to washing the dishes than the job required.

Edith sat at the table barely touching her tea cup. “He’s so young to be sent away to boarding school,” she said. He’ll only be five years old. He’ll be so lonely. We’re his whole life. How will he possibly adjust?”

“Honey, what’s the alternative?” replied Peter. “We should be happy he’ll be getting the best education money can buy with kids who are as similar to him as possible. The Institute will be a place that he can thrive in.”

Edith got up and stood behind Peter. Putting her hands on his shoulders, she pressed against him and said softly, “Promise me we’ll visit him every weekend.”

Peter turned around and looked into Edith’s teary eyes. Tenderly stroking the side of her face, he said, “You know that won’t be possible Edith. It’s an 800 mile drive to Boston. We’ll visit him a lot and we’ll talk with him on the phone every day. We can webcam with him. And we’ll know he’s also getting the best medical care if he needs it.”

“I hate this,” Edith said.

They decided that they would warm Bobby up to the idea of the Institute by first casually talking about the shortcomings of the local schools and showing Bobby the curricula that he would be forced to endure year after year. They wanted him to come to his own realization as to how torturous attendance at a regular school would be. To their great relief, this strategy worked. When Bobby finally in frustration asked what alternative there might be, they told him about the Institute and the invitation to attend that Dr. Uhlman had extended to Bobby. As part of their sales pitch, they explained that they would speak to him and see him every day by webcam and visit him a lot. Hesitant, worried, but also excited—Bobby asked if they could all visit the Institute to check it out before making a decision. When Peter called Dr. Uhlman, he got a return call in five minutes.

“Dr. Uhlman, we’ve thought about what you said about the Institute and we’ve spoken to Bobby. Can we all visit it? Any chance you could join us there?”

“Well, this is auspicious news. I was actually going to call you later this week to follow-up. I’d be delighted to show you all around the school. Does this weekend work for you?”

“Yes Doctor, that’s fine.”

“I’ll have my assistant make the flight and hotel arrangements. I know Director Varneys won’t have a problem picking up the cost.”

9

T
he ride from Boston’s O’ Hare International Airport to Newton only took about thirty minutes. As Ray McDermott’s gleaming black Lincoln Navigator cruised down Newton’s tony residential streets, Edith remarked, “My goodness. This must be what Beverly Hills looks like.” The neighborhood got progressively fancier as the SUV continued its journey. Rounding a corner, Ray turned on to a street whose sign read, “Private Drive —Lindhover Lane.” Another sign admonished, “Trespassers Will Be Prosecuted.”

As the Lincoln cruised down Lindhover Lane, there were no houses on either side of the street for blocks. Finally, the vehicle pulled up to huge black ornate wrought iron gates which bore the elaborately scripted initials JD on them. The gates were attached to monumental limestone columns topped by five foot tall marble urns. Security cameras and flood lights were mounted on the sides of the columns. The gates opened automatically and after a quarter of a mile, the vehicle rounded a bend and came up to a stone gatehouse and imposing modern electric security gates. Two armed guards approached the SUV. One of them took Ray’s ID into the gatehouse and could be seen calling someone. Finally, the gates opened and the SUV continued its trek.