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July 6, 1970
The Honorable William Goldberg
Dear Judge Goldberg:
The following is the report which you requested in regard to
D. Ms. M., the boy's mother, came to me at the Foundation to request
help for her boy. She was discussing him and his problems that began
when he entered public school with Ms. Conti, one of our members,
suggested that our organization might be of help to her.
Ms. M. talked to me of her boy--how he was before he entered school
and what happened while he was there. I have talked to so many mothers
in regards to their gifted children and school problems that I have come
to know the pattern. It is extremely regrettable that in America where
creativity should flourish, we have chosen to ignore this important seg-
ment of our society. God created these children as well as the retarded
and the handi-capped. They, too, are in desperate need of our support
and understanding. Since we have ignored the existence of the creative
child and we have failed to provide them with the proper learning en-
vironment, we have deprived them of their heritage and society is the
loser.
Toynbee has recently written in his paper on creativity and edu-
cation . "To give a fair chance to potential creativity is a matter of
life and death for any society."
Although Ms. M. seemed unaware of the kind of home environment
necessary for these children, she did know that by providing D. with
the material and challenge that satisfied his great curiosity, she
found him easier to handle.
The State of Rhode Island and Providence Plantations should test
all children before they start school. There are ways of finding out
a child's particular talent and there are solutions to meeting their
special needs.
D. is an extremely sensitive and highly creative individual. When
this kind of child is deprived of the freedom to explore, move about,
and to ask many questions he will either become aggressive or withdraw.
We know that a creative child requires a workshop type of class-room.
We know that they need to learn differently from the traditional class-
room. If we require them to function normally in a rigid class-room
we might just as well put poison in a glass and ask them to drink it.
In my considered opinion, D. is one of these creative children and
has been subjected to inhumane, unjust, and un-American treatment. If
the law for gifted children had been implemented in the state of RI
in 1958, I wonder how many of these unfortunate youngsters might have
been spared the "hell" they have been forced to endure.
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Since we have chosen to thwart this boy's creative potential,
we now have a boy who is hostile with a great desire to get even
with his family and society at large. Experts have tried to tell
us that thwarted creativity does not die: it takes a turn against
the society.
You have asked our opinion on what can be done for this boy.
Underachievement, which is a kind of emotional disturbance in gifted
children is, one of the most difficult problems our society has to
deal with. First of all, D. requires an adult whom he can trust and
with whom he can relate. This individual needs to understand why D.
is the way he is before he can be helped. D. feels a complete failure
and because of his great potential, he is very sensitive about his
inability to read and write.
D. was brought up in a home where church dogma discouraged free
and honest discussion of sex. He should come to know that the sexual
attacks upon him are evil and abnormal. Since he has been sexually
molested he is very confused about this issue. D. should be with
people who are good and kind so that he will know there are both kinds
in this world.
Before D. will achieve any success in the three R's he should be
allowed to work with his hands in some kind of task he chooses him-
self. This should come about by exposing him to some kind of work-
shop where there is much material for him to choose from. When he
has succeeded in carrying through on a project and has had the praise
and the feeling of success, he may be ready to study. Whatever is
taught him should be done by capitalizing on his particular interest.
Any kind of authoritative control over him will increase his hostility
and aggressiveness.
While D. was with me. I found he loved discussions. He was quite
exhausting because he was constantly asking questions about everything
he saw. It is, indeed, sad that a boy of his age eagerly begged to
know what a pussywillow was and what did I mean when I said college."
He asked me to spell out the letters on the cereal box when I gave
him cereal he repeated them after me. This boy was intrigued with
the typewriter, piano, and record player. The radio was on and a
popular tune of the day was playing. D. wanted me to know that he
knew the tune was a Christmas carol. I listened to the melody and I
recognized the familiarity between one of its measures and that of a
familiar Christmas carol. I told D. that although he was not listening
to a Christmas carol, I would guess he had musical talent. Any kind
of praise that I gave to him made him beam with joy.
I noted that he responded well to a low voice and to a casual
non-anxious approach to him. He responded well whenever he was alone
with me, but whenever others were around, he appeared agitated. He
needs this one to one relationship until he is more emotionally secure.
It seems to me it will be a long time before D. fully will trust adults.
His mother's manner towards him is much too anxious. He should not be
with his family before this is better. People who want to work with D.
must appear to trust him. D. is too perceptive to try to fool; he
has the ability to see through pretense.
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While D. was with me, he repeatedly pointed out to me that his
mother did not love him because she sent him to that horrible school.
D. envied those children in his family who were allowed to go to a
regular school.
The drugs that were given D. have not helped him any; I believe
that they have caused damage. I feel it is necessary to find out just
what was given and how much of it so that proper treatment can result.
In an article appearing in" the May, 1970 issue of "Prevention" the
practice- by psychiatrists of advocating tranquilizers for children who
find it hard to stay quiet is greatly deplored. I quote, "Tranquil-
izers can have serious physical side affects and can alter personalities".
When Dr. Harrup heard of the dosage recommended for D, he felt
appalled. He told Ms. M. he felt it was far too great, it should be
stopped. I think there should be expert advice to whether D.
should have some special kind of vitamins to counteract the damages
done. Dr. Krippner, Psychological Consultant for our organization,
has been sending us articles on how vitamins can cure damages done by
overdoses of drugs.
D. has been having same rectal bleeding since he returned home
from Florida. He has a deep sense of shame about this problem and
when he finally related to his sister this condition, Ms. M. took him
to Dr. Harrup. Dr. Harrup examined the boy and said that he had been
hurt and that he felt surgery was necessary. When Ms. M. requested a
written statement by him, he appeared not to want to become involved.
It seems to me that D. needs to have extensive physical check-ups and
be given all necessary treatment as soon as possible.
Since the state of Rhode Island is spending over a million dollars
a year sending our children to schools for the emotionally disturbed
when it has no legal definition for this vague term, there should be
an investigation made into any school that claims to be set up for
these children. D. went away for two years, separated from his family
and friends. He was given questionable dosages of drugs, was subjected
to physical abuse and sexual abuse. We have a letter signed by Dr.
Kessler stating that he had been beaten. It is obvious to me he was
not given any kind of schooling, and certainly, he was in far, far
worse shape when he returned home. Hopefully, we can soon investigate
these matters and put an end to such child abuse which takes place
in institutions supported with taxpayer's money.
I would like to add here one more thing that I noticed about D..
While with me he frequently asked me if I believed in God. He told
me he was told that God was going to punish him for being bad. There
are many, many fears in this boy; fears that have been exaggerated by
someone at the Montonari Clinical School. It seems strange to me that
such things as sexual drives and spiritual values are taught to a boy
as something to fear rather than as something uplifting and beautiful.
I, personally, am opposed to a child leaving a state because we
refuse to provide him with the proper schooling that can prevent so
much torment.
MF/bjm
Sincerely,
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