The Special Class for the Gifted Young is a program aimed to select gifted young students to enter the universities in China. First established in 1978 at the University of Science and Technology of China, it was a major innovation in China's higher education. The idea was suggested by renowned scientists such as Tsung-Dao Lee, C. N. Yang, and Samuel C. C. Ting, and supported by the then Vice-premier of the State Council Fang Yi. The objective of the class is to explore the most efficient ways to nurture promising youth. Peking University, Tsinghua University, Nanjing University, Wuhan University, Jilin University, Shanghai Jiaotong University and Huazhong University of Science and Technology also launched similar programs. But they were all shut down for all kinds of reasons. Currently, only the University of Science and Technology of China and Xi'an Jiaotong University still have this program. University of Science and Technology of China As of October 2006, the Special Class for the Gifted Young of the University of Science and Technology of China has enrolled a total of 1134 exceptionally gifted youth, 942 of whom have already graduated. With the success of the class, a new class was established and adjoined to the original class in 1985, namely "The Experimental Class of Teaching Reform", more popularly known as the Double Zero Class, which is conducted under the same guiding spirit as the Special Class for the Gifted Young. This class has now become an integral part of the program. In 2008, the Special Class for the Gifted Young combined with the Experimental Class of Teaching Reform and the Experimental Class of Innovation became the School of the Gifted Young. The three classes now select students in different ways, while the admitted students receive the same training from the school. The Special Class for the Gifted Young upholds the guiding principle of "selecting talents despite their age and cater to their individual potentials." The curriculum aims to strengthen the foundation courses and an all-round education in the first two years, and in the later years allow students to enjoy wide latitude in developing their potentials and interest. Students are encouraged to attend seminar courses, sign up for the various "student research projects," and participate in their professors' research projects. This kind of real research environment not only provides valuable opportunities for them to apply what they have learned in the classroom and give