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CASE HISTORY
INFANCY
He was a very good baby --- first tooth at 31/2 months --- walked at 9
months --- talked well before the age of two --- at two and 1/2 years
old he loved dictionary picture books --- loved to cook at an early age
--- extremely active but easy to handle as long as he was kept busy ---
always very independent --- our first child and both of us loved him
very much.
KINDERGARTEN
He was very eager to go to school --- He entered kindergarten at the
age of 5 and enjoyed it --- I recall no problem.
1ST GRADE
I felt that my boy earned A's but when I talked to the teacher she said
it wasn't policy to give A's --- She explained that a child would have
nothing to work towards --- the teacher called me in and said my boy was
inattentive and restless --- he never seemed to want to talk about school
nor did he complain.
2ND GRADE
Conferences increased --- Teacher always complaining about my boy's be-
havior --- he began to become aggressive and got into fights --- I con-
ferred with the principal --- Michael said that children made fun of him
all the time --- the teacher said that Michael made noises in order to
get attention --- it was about this time that I found out that he was be-
ing punished and sent to the principal's office frequently --- other chil-
dren told us of this --- we were so anxious to have him behave in school
that we punished him at home --- his home behavior never seemed to be bad
--- he adored his younger brother and spent a great deal of time with him
--- my boy was very sensitive --- he loved the out-of-doors and was very
happy when he went fishing with his father --- his marks were fair.
3RD GRADE
Good year for him --- he enjoyed school for the first time --- he liked
his teacher and she liked him --- she invited him to her home --- he
raked leaves at her home and enjoyed a cook-out --- his teacher told me
that my boy was bright --- we always worried about our bright boy for be-
ing so naughty in school --- we hoped he would do better now that the
teacher was not always calling me in for conferences --- at the end of the
third year it was suggested that Michael go to the guidance clinic --- Ms.
Haley liked my boy and I felt she must of thought he needed some kind of help
--- the three of us went to the clinic --- Michael, my husband and myself---
Mr. Kane talked to us --- he asked many questions pertaining to our family
life because they felt that something was wrong at home --- There was, indeed,
home problems --- his school behavior caused great conflicts at home ---
Dr. Ruhig talked to me privately and then talked to my boy alone --- he gave
me some pills that would last two weeks --- he said to let him know how my
boy did on the medication --- I had to give my boy a pill in the morning
and one at night --- there was a different one to give him at noon ---
he slept 16 hours a day --- he fell asleep in school and was told that he
should go to bed earlier --- our children always had regular sleeping habits
and were put to bed at a reasonable hour --- when on these pills Michael
page 2
fell asleep at 5:30-6:00 --- I complained to Dr. Ruhig and told him
my boy slept too much --- he told me that that was alright and he would
get use to it --- I, however, after three months stopped these pills ---
it just did not seem healthy to me and my husband --- the school
problems began again.
4TH GRADE
a very bad year --- Michael just could not get along with his teacher -
-- she laved to humiliate him --- he would tell me he couldn't wear a
certain shirt anymore because the teacher made fun of it --- this teacher
taped his mouth --- he spent most of his days sitting on a bench outside
the principal's office --- he disrupted the class --- the very first time
I spoke to the teacher I sensed that she hated my son --- one day my hus-
band was called in for a conference --- he and my boy were in with the
principal --- she kept telling Michael's father how BAD his son was ---
my husband was so frustrated and he wanted the school people to know that
we punished Michael for being BAD --- he wanted them to know that we did
want Michael to do what he was told to do --- my husband removed his belt
and beat Michael in front of Ms. Santilli --- this woman watched and never
intervened --- my husband and I were besides ourselves and did not know
what to do --- every time the phone rang I knew it was the school --- I
spent many a day crying in despair --- one day I was told by other chil-
dren that Michael's desk was put into the closet and he had to sit there
with his back to the class --- later, when the teacher knew I had heard
about this, the teacher put the desk in the corner away from the other
children --- I was often told how often she pulled Michael's hair --- I
requested that Michael be placed in another room --- I suggested maybe
a male teacher --- they refused --- they had no room --- another con-
ference --- the three of us with the principal --- she said "if Michael
did not behave, he would have to stay home --- the truant officer would
name him truant and he would be placed into reform school---" my boy now
had so many nervous habits --- he was a nervous wreck --- full of fears
-- he would have many nightmares when he tried to sleep --- he appeared
to be afraid of grown-ups --- he was always on the defensive and ready
to fight --- the teacher taunted him about smelling bad --- Michael
always got up early to shower because he said he did not want the teacher
to make fun of him --- he did wet the bed at night which made him ashamed
of himself --- even while I constantly tried to find new ways to help
my son I felt sorry for him --- one day while I was in a group I heard a
man speak who worked for Progress for Providence --- he spoke about creative
children who often had school problems --- he told me later about the
Friedel workshop --- I recalled that Michael had been tested at the clinic-
-- when I requested the results of the tests I was informed that it was
against policy to give parents test results --- I had always been told
that Michael was smart but I never knew that these children required a
different kind of schooling --- I met with Ms. Friedel --- in one session
I was enlightened --- I eagerly read all the literature she gave me ---
this is when I knew I had misunderstood my boy and the school was poison
for him.
As told by Michael's mother.
page 3.
SUMMARY BY MS. FRIEDEL
We had the youngster tested and found that he has a very high I.9., yet,
he is hardly able to read or write. He has a deep aversion to study and
any kind of learning. He bites his nails, twitches and fearfully shrinks
away from adults. We suggested that Michael be removed from school and
that he live with us for a while. His parents read and as they learned
they wept when they realized how this boy had been mistreated. No one
in the school had ever bothered to tell these parents how to help the
boy; they obviously did not know themselves. Certainly the research does
mention ;repeatedly how some teachers have a keen dislike for the bright
child with a lot of creative energy.
One day while Michael was with us, I was idly playing the piano; I was
playing nothing but arpeggios. This BAD little boy, who at the age of
nine was threatened with reform school, shivered as he listened to the
music. I asked, "What is the matter, Michael, are you chilly?" He
answered, "No, Ms. Friedel, that kind of music makes me shiver; I love
the way it sounds."
These are the little lost creative children who find the traditional
rigidity of the classroom torment. These are the children we need to
find. These are the nation's most misunderstood youngsters whose thwarted
talents lead them to appear delinquent or emotionally disturbed. If
Michael's ability were discovered and nurtured, he might be a fulfilled
child with a strong self-concept. This should be done early in the first
years of schooling. If the school personnel did this and capitalized on
a child's interest, he would not hate to learn. He would have felt valued
and would have valued others in return. In my opinion the riots we are
so concerned about are not only taking place on the college campus and
at the high school level---they start many times in a child's first school
days. It is true that rebellion takes many forms but it is a striking
back at a society whose set standards alienate people and keep them from
having personal success.
All children have individual needs; if they are not met they will not
grow to be healthy, not emotionally or academically.
The above case history has been in our files for a long time. Michael is
now about 20 years old. As I read over his case history I thought a lot
about how much this boy went through. For many years Mike's mom and I
fought for this child --- the school resisted all the way. Michael was in
and out of trouble off and on for years. I fought for him as hard as I
could and tried to get help for him. This evening I called to speak to this
boy. I had not seen him for about a year. Michael is doing well and has
a job as assistant chef in a hospital. He wants to be a great chef someday, he told me. I remembered that he liked to cook when he was a little
boy. Hope he makes it and finds much happiness; don't you wonder how
many of these bright children are lost forever???
Comments added in July, 1979 |
