ERIC ED378782: Communicator, Journal of the California Association for the Gifted (CAG), 1994.

166 Pages·1994·4.9 MB·English

by  ERIC

DOCUMENT RESUME
EC 303 681
ED 378 782
Drum, Jean, Ed.
AUTHOR
Communicator, Journal of the California Association
TITLE
for the Gifted (CAG), 1994.
California Association for the Gifted.
INSTITUTION
94
PUB DATE
166p.
NO CE
Communicator, 7822 Belgrave Ave, Garden Grove, CA
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*Ability Identification; Educational Change:
DESCRIPTORS
Educational Philosophy; Elementary Secondary
Education; *Emotional Development; Emotional
Problems; *Gifted; 'Language Arts; Minority Groups:
Primary Education: *Student Development: Student
Evaluation: Student Needs; Teaching Methods
California; Delp (Jeanne L)
IDENTIFIERS
ABSTRACT
Five issues of the journal ,f the California
Association for the Gifted comprise this document. The first issue
focuses on the contributions of the late Jeanne Delp. a leading
California educator. Articles by Delp include: "Who is Virgil T.
Frey?," "How to Live Successfully with the Giftea Child," "Strangers
among the Gifted," and "Developing Leadership." Also included are
Delp's remarks on receiving an award and the anscript of an
interview with her. The second issue centers on language arts, with
the following major articles: "LiteraLare in the Multicultural
Classroom" (Linda Brug); "'A Challenging Program for Every Student in
Every School': A Conversation with Cathy Barkett"; "Educational
Reforms, Values, and Gifted Students" (James Gallagher):
"Storytelling, Developing the Movie Screen of the Mind" (Dale Bulls);
"A British Kid's Reading List"; "Poetry Pot" (Elaine Wiener);
"Philosophy: The International Language" (Jerry Chris); "Alternative
Assessment Strategies in Language Arts" (Joan Jacobs); and "TechNet:
Dynamic Connections at the Junior High--Using the AT&T Learning
Network" (Terrie Gray). The third issue is on identification.
Articles include: "We Know They Are Out There--Finding the Gifted
Among Hispanic Students" (Pat Phelan); "Reexamining the Foundations
of Giftedness" (Richard W. Ronvik); "The Raven Progressive Matrices:
A Key to Successful Identification" (Marcia DiJiosia);
"Identification of Gifted Talented Students: Transition in Texas"
(Jeanette Covington); and "Traditional Identification: Elitist,
Racist, Sexist? New Evidence" (Aleene B. Nielson). The fourth issue
focuses on the primary gifted child in these articles: "Note-Taking:
The Real Secret to Research for Primary GATE Children" (Elaine
Wiener); "Managing a Gifted Primary Class" (Nancy Phillips); "Young
Gifted Readers" (M. Gail Hickey); and "'A Grand Adventure''A
Conversation with Margaret Gosfield." The final issue is on the
emotional needs of the gifted and includes: "Painting Visions of the
Future: Where Does Gifted Education Fit In?" (Karen Rogers); "The IQ
Controversy and the Gifted" (Abe Tannenbaum); "How To Live
Successfully with Your Gifted Youngster" (Judy Roseberry); "Parents
and Professionals as Partners: A Psychologist's View" (Nancy M.
Robinson); "Educating African-American Gifted Students" (Elinor Ruth
(Sharon Lind);
Smith); "Understanding Intensity in Gifted Children"
ADD/ADHD
"Something To Consider Before Referring a Gifted Child for
Evaluation" (Sharon Lind); and "Helping Gifted Students with Stress
Management" (Leslie S. Kaplan).
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Communicator
Volume 24
Numbers 1-5
January 1994-November 1994
California Association for the Gifted
426 Escuela Avenue
#19
Mountain View, CA 94040
BEST COPY AVAILABLE
"PERMISSION TO REPRODUCE THIS
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4/6
THE JOURNAL OF THE CALIFORNIA ASSOCIATION FOR THE GIFTED
VOLUME XXIV NUMBER 1
JANUARY, 1994
COMMUNICATOR
This issue is lovingly dedicated to Jeanne Delp who was
a friend, mentor, teacher and inspiration to us all.
Jeanne L. Delp
1927-1993
AVAILABLE
3
BEST COPY
PRESIDENT'S COLUMN
PUBLISHED BY THE CALIFORNIA
ASSOCIATION FOR THE GIFTED
Administrative Assistant, Carol Brown Spencer
415/965-0653...FAX [phone]
This Communicator issue is a memorial for Jeanne Delp. Interspersed
The CAG Communicator is published five times during
throughout this issue are memories of Jeanne Delp shared by her friends
in September, November, January, April, and
the year
and colleagues.
June. Opinions expressed by individual authors do not
I too remember Jeanne:
necessarily represent official positions of the Associa-
tion. Subscriptions are available to non-members at an
I remember the millions of chocolate calories we consumed at one sitting
annual cost of $25.00.
to compensate for the session we gave at an out-of-state conference where
Officers
1992-1994
zve felt we were less than enthusiastically received.
Executive Committee
President Sandra Kaplan
I remember the day we played tennis during the break at a teacher
Cathleen Silva
Vice President
institute and how each of its believed we were exhibiting tennis talent
Ron Fontaine
Secretary
worthy of Chris Evert. I remember how shocked we were when one of the
Treasurer
Judith Roseberry
teacher participants attending our afternoon seminar blatantly said,
Vera Eby
State Parent Council Chair
You both are better presenters than tennis players. I really was worried
Regional Representatives
about attending your session after I saw you play tennis."
Bonnie Casassa
Bay Area
Janet Lamarre
I remember the long and arduous arguments we had over politics and
Cell Wiegand
Capitol
educational issues. I remember how convinced we were that we were
Sharon Freitas
right and had influenced the other in some significant way.
Dana Reupert
Joshua Tree
Emelie Neher
And I remember feeling pride in receiving her accolades after she had
Vicki Steinitz
Mission
heard or read something I had shared about gifted education.
Anita Still
Ada Dodd-Vivier
This publication also contains the spoken words of Jeanne Delp
Mt. Shasta
Terrie Gray
originally presented in major speeches given during her career. Words
Pat Phelan
Orange
read do not have the same impact as words spoken, and words seen do
Karen Grinfeld
not have the same impact as words heard. This printed version of these
Margaret Gosfield
Pacific
speeches lack Jeanne's personality and enthusiastic delivery that so
Martha Flournoy
thoroughly engaged the listener. As printed text, these words can
Dave Hermanson
Palomar
engage you, the reader, in different ways. It is anticipated that as written
Pat Paluso
text these words will add ideas to your existing knowledge about gifted
Robin Hubbard
Redwood
Sue Ben zinger
education, stimulate reflective thought and provide you with a vision of
Ann Cierley
San Joaquin
gifted education for your family, classroom, and school district.
Open
Kathy Hope
Santa Lucia
This collection of words from Jeanne Delp, like color and line on a
Marjorie Bowles
canvas, give form to an individual. These words represent the knowl-
Submission of material
edge, values, and individuality of Jeanne Delp. More than just painting
CAG encourages all interested parties to submit
a portrait of Jeanne, these words have affected the lives of educators,
articles for publication. All submissions will be given
parents, and students. We appreciate the person who spoke these words
Photos and camera-ready art
careful consideration.
and these words are appreciated by those people who were transformed
work are particularly desirable. Student work should be
by them.
accompanied by teacher's name and school. Send all
Sandra Kaplan
material with your name, address, and phone number to
Jean Drum, Communicator Editor, 7822 Belgrave Av-
enue, Garden Grove, CA 92641. You may phone Ms.
Drum at 714/892-1745.
Reprinting of materials
Articles appearing in the Communicator may be
reprinted as desired unless marked by 0 or reprinted
from another source.
Please credit the Communicator
and send a copy of your newsletter or journal containing
the reprint to the Editor.
42t' Iseuela Avenue, Suite 19, Mountain View, CA 94040
Past' 2
January 1994
Calipnma AS,Ot-nition for the c:Ifted
IN THIS ISSUE
CALENDAR
"I See Jeanne..."
January 22, 1994
City/County Conference on Gifted and Talented Educa-
Judith Roseberry
4
tion
John Muir High School, 1905 Lincoln Ave., Pasadena
Who is Virgil T. Frey?
9:00 am-12:30 pm
Jeanne Delp
6
January 29, 1994
CAG/Orange County Council for Gifted and Talented
How to Live Successfully with the Gifted Child
Education, 21st Annual Conference
Jeanne Delp
10
Estancia High School, Costa Mesa
For information call Karen Grinfeld, 714/879-5834 or Pat
Strangers Among the Giftedthe Underachievers
Phelan, 714/957-2846.
Jeanne Delp
18
January 29, 1994
Bringing It All Togethe GATE Across the Curriculum
Developing Leadership
Sowers Middle School, 9300 Indianapolis Ave., Hunting-
Jeanne Delp
23
ton Beach, 8:00 am-1:00 pm
For information call Margaret Gosfield, 805/652-7229.
Accepting the Ruth Martinson Award
January 29, 1994
Jeanne Delp
11
Children's Author Workshop for Parents and Students
Presenters: Robin Rector Krupp and Jody Fickes
Ventura
A Conversation with Jeanne Delp
33
For information call Margaret Gosfield, 805/652-7229.
February 26, 1994
The Black Child Gifted Conference sponsored by the
Central Cities Gifted Children's Association, Los Angeles
NEWS BRIEFS
For information call Anita Still, 213/751-0132.
Memorial Contributions for Summer
February 18-20, 1994
CIMI (Catalina Island Marine Institute) Weekend
Seminar
CAG-sponsored weekend for students, ages 9-13
Jeanne Delp was very supportive of the CAG High
For information call Anita Still, 213/751-0132.
School Summer Seminar. Contributions in her memory to
support students for the 1994 seminar may be sent to Judy
March 4-6, 1994
Roseberry, 18548 Hawthorn St., Fountain Valley, CA 92708.
32nd Annual CAG Conference
Oasis for Cultural Diversity
Art Contest Deadline Approaches
Palm Springs Convention Center and
Wyndham Hotel
CAG will hold a juried art contest for students in grades
For information call 415/965-0653.
3 to 12. Entry deadline is January 31, 1994. Send art entries
to Cari Matheson, 6968 Stardune Ave., Twenty-Nine Palms,
March 19, 1994
CA 92277, 619/367-4281.
Mini-Conference for Parents, Educators and Students
Keynoter: Barbara Clark
Ventura
For information call Margaret Gosfield, 805/652-7229.
This issue was prepared with many hours of
dedicated work by Elaine Wiener, Marge Hoctor,
May 19-21, 1994
and Judy Roseberry in tribute to their colleague
Student Leadership Conference for 7th-8th graders
Jeanne Delp.
Westmont College
For information call Margaret Gosfield, 805/652-7229.
January 1994
California Association for the Gifted 426 1:setwia Avenue, Suite 19, Mountain V icat, CA 94040
Page 3
"I See Jeanne..."
by Judith Roseberry
Jeanne was a constant source of encourage-
Judy Roseberry remembered Jeanne with these words
ment. She demanded the best we could offer.
at Jeanne's Service of Celebration on September 4,
She also required that we grow and learn, even
1993.
at times when we didn't particularly want to
It is my honor to speak with you today
grow and learn. Jeanne would never "feed a
about our friend and colleague, Jeanne Delp.
weakness" as she so aptly put it. We promised
I had the opportunity to spend some of
her the same courtesy in return.
Jeanne's last earthly hours with her. I want to
So many of Jeanne's words live on in her
thank her familyLogan, Barbara, Duncan, and
family, her colleagues and friends.
Douglasfor that most precious gift, the gift of
"When in doubt...tell the truth."
time to be at Jeanne's side.
One of my favorites and, I might add, very
I may cry as I speak this morning. I know
effective, "What's the worst thing that can hap-
you'll understand. But my memories are any-
pen?" Many problem solving sessions began
thing but sad. Some of my memories of Jean; te
with that question.
are quite hilarious, in fact. Some ! can even share
"Is this the best thing to do for kids?"
here today as we celebrate the life of Jeanne
"Choose your battles." I remember sharing
Delp.
with Jeanne what seemed to be a monumental
Jeanne and I had plans to be very old ladies
problem at the time. Our oldest daughter, Kary,
together. We were going to have huge three-
who was five, refused to wear anything but
wheel cycles with tall gags of some fluorescent
white anklets. Now you must know that as a
color. Not to protect us, you understand, but to
good mother, I had purchased white and pink
warn others. Jeanne's driving was always in
and blue and yellow and all the colors I could
two speeds, fast and faster. We knew that
find. Jeanne asked me to choose my battle. Did
wouldn't change with age. We would have
it really matter that Kary only
Clarice crochet little capelets to wear over our
wanted to wear white an-
shoulders when we went out. We'd wear strange
klets? Didn't she have the
hats, spots of rouge on our checks and go to
right to have control over
lunch. We'd order outrageous items, complain
some parts of her life? Jeanne
about the prices, ask for take-home containers
told me about her mother's
and forget to tip the waitress. And we'd laugh.
insistence that Jeanne wear a
There was a lot of laughter in Jeanne's life.
big bow in her short blond
I met Jeanne in 1960 when she came to
hair. Every day, Jeanne's
Garden Grove Unified School District to start a
mom would attach the bow
program for gifted youngsters. There were ten
and every day Jeanne would
of us chosen to be the original teachers of the
discard it somewhere after
new Major Work Class. Some of you are here
she left home. Her mother
today, and I thank you for your presence. With
continued to affix bows and
Jeanne's guidance and leadership and by meet-
Jeanne continued to "lose"
ing every Friday after school for two and some-
them. Jeanne taught me early
times three hours, we forged a program to serve
on that even little people needed to have control
the gifted youngsters of our district.
over their lives.
I knew I was being challenged as a teacher
"What is your objective?" How many times
to learn and mature, to be the best teacher I
these words have saved the day both profes-
could be. I knew I was receiving more training
sionally and personally. Clear thinking was
than I ever had received at the university about
required and Jeanne would accept no less.
curriculum writing and child psychology. What
"Growth is painful." We all learned that
didn't know was how my life was being
I
from time to time, including Jeanne.
changed because of who Jeanne Delp was.
"What you are may make people reflect
Jeanne took me into her circle of lifetime
upon what they are not." This quiet reminder
learning and into her life. My family and I took
encouraged us in difficult times.
Jeanne into our hearts.
CalifOrnia Association for the Gifted 426 Escuela Avenue, Suite 19, Mountain View, CA 94(140
January 1994
Page 4
Memories of Jeanne do not sort
all children allowed her to continue in
more than once), she would call and
themselves neatly into professional and
the GGUSD in other roles after she left
say, "I just can't seem to find this in the
personal categories.
the gifted program. She was a princi-
regs. Could you help me?" The con-
sultants in the department seldom
As an administrator in the Garden
pal, director of instruction, director of
Grove Unified School District, Jeanne
categorical programs and director of
found it in the regs either (they make
monitored and was responsible for
special education.
most of it up anyway) and told her they
several million dollars in categorical
Jeanne found the art of friendship
would get back to her. Delp logic won
state and federal monies. This same
out again.
to be a noble calling as well. On the wall
woman kept three checking accounts
I see Jeanne in the thoughts you
in her den is a poem by Felice Mancini.
The poem was hand-stitched and
in three different banks. Balancing the
have shared with me this past week. As
check book was not a strength, or at
framed for Jeanne by Judy Felt. The
you called, I jotted down your words.
least not a priority. Jeanne would use
poem reads...
There will never be another like her.
one account one month, move to bank
Sometimes, not to often, we reflect upon
This is the end of an era for gifted educa-
#2 the next month, etc., until the origi-
the good things,
tion and for us personally.
nal account would be balanced and
And our thoughts always center around
She introduced me to my wife and I'm so
reported by the bank. She took their
those we
101k'.
thankful for that.
word for the balance, corrected her book
And I think about those people who mean
She was a unique lady.
when necessary and was on her way.
so much to me
She was a special guiding light in my life.
Jeanne was highly respected in the
And for so many years have made tile so
state and across the nation for her
She was a role model for peas I grew to be
very happy
untiring work on behalf of gifted and
a professional woman without losing my
And I count the times I've forgotten to say
femininity and loving care for people.
talented youngsters. Through her ef-
"Thank you"
forts and those of her colleagues, the
She always insisted on specific praise and
And just how much Hove them.
state of California became a leader
1 want to specifically say how she worked
across the nation in providing for the
with me to improve my praise-giving to
We can learn this lesson anew from
students.
unique needs of gifted learners.
Jeanne, to take time, to take effort, to let
She was one of the founders of the
those we love know it. Friends are truly
She was a leader to be remembered.
California Association for the Gifted.
the rarest of gifts and should be cher-
Site was a risk taker, for herself and oth-
Her leadership, her guidance and her
ished. Jeanne cherished us as we Cher-
ers.
constant interest helped shape and de-
i shed her.
J.M. Barrie has said that God gave
fine the organiza tion. Her in fluence co n-
I see Jeanne in my many memories.
us memory so we could have roses in
tinues to this day.
I know each of you have memories of
December. God has given us memory
The Association has designated a
your own. How rich we are to all have
also so we can always have Jeanne
special time during its annual confer-
a bank of Delp stories to draw upon.
with us.
ence as the Jeanne Delp Lecture Series.
I see Jeanne learning to shoot skeet
I believe with all my heart that
When CAG's desire to honor her in this
and having the sorest shoulder you can
Jeanne is in a better place.
way was presented to Jeanne several
imagine...but going rightback for more
The rhythm that powers her new
weeks before her passing, she was
the next day.
being is strong, regular and unfailing.
greatly pleased. Speakers of special note
I see Jeanne out on the desert road
A nourishing spirit fills her new
will be invited each year to use that
seeing just how fast this new car could
being with energy, delight and joy.
time to enhance and promote the edu-
really go.
No defect nor blemish marks her
cation gifted
talented
and
of
I see Jeanne challenging the State
new being.
youngsters...a task Jeanne found wor-
Department of Education in the most
No pain limits her spirit.
thy and noble.
gracious of ways. If an edict from Sac-
Jeanne is whole.
ramento came down and Jeanne
Jeanne's ability to problem solve,
We will miss you, most dear and
her clear thinking and her devotion to
thought it was illogical (it happened
special friend.
"Growth is painful."
Jeanne Delp
January 1994
Calitarnia Association for the Gifted 426 1:seuela Avenue, Suite 19, Mountain View, CA 94040
Page 5
Who is Virgil T. Frey?
by Jeanne Delp
small Indiana high
Jeanne inspired the maverick in
school. Her judgment
teachers, all the while encourag-
about Virgil T. Frey
ing self-discipline.
was that he was an
intolerable person.
I want to share with you this
afternoon, a storya favorite
"He notonly thought
story of mine because it speaks
he could teach social
to all of us who are concerned
studies and made a
mess of it, but," so
about theeducationof gifted stu-
dents. It speaks of many things
said the head of the
English department,
but mo st particularly, I think this
story speaks to me, at least, of
"he also thought he
the qualities and conditions
could tell us how to
which are necessary for a suc-
teach English better
cessful MGM program. This is
than we were doing.
not my story. It
is James
The rest of the staff in
Michener's
story.
James
this high school felt
Michener, as you perhaps know,
exactly the same way
about Virgil T. Frey. He not only insulted the
before he became well known as a writer, was a
social studies teacher in a small high school in
music department, the art department, the sci-
Indiana. He went to that high school following
ence department, but above everything else, he
insulted the P.E. department!" By this time
on the footsteps of a young man who he learned
had been fired for incompetency. So as you
James Michener was anxious to talk to the men
listen to this modified story about Virgil T. Frey,
in the P.E. department. When he did encounter
I want you to be thinking, "Yes, but what's this
that coach he said to him, "Tell me about Virgil
got to do with gifted education?" I want you, as
T. Frey." All the P.E. man would say was, "That
you hear this modified version of Virgil T. Frey,
sissy?!"
to keep wondering, "What is she saying to us
Ultimately, Virgil T. Frey's landlady be-
that this story says about the education of gifted
came James Michener's landlady. And so with
students?" This, then, with apologies to James
this increasing curiosity about Virgil T. Frey he
said to his landlady one day, 'Tell me about
Michener, is "Who is Virgil T. Frey?"
The first person that James Michener en-
Virgil T. Frey. Did he ever date? Did he like the
countered in that small town in Indiana who
girls? What did he do with his free time?" The
landlady responded by saying, "Him? He
spoke to him about the history and the reputa-
tion of Virgil T. Frey was none other than the
courted like it was his sole occupation. He en-
superintendent of schools. His comments to
joyed every minute of it. I think he finally mar-
Michener were these: "That man was impos-
ried someone from around here." By this time it
sible to work with. He never got anything in on
seemed apparent to Michener that the opinion
time, he never took advice, and he had an ex-
about Virgil T. Frey was unanimous, except he
still had this gnawing question inside of him:
tremely poor professional spirit." The next per-
son who spoke to him about Virgil T. Frey was
"Who is Virgil T. Frey?"
the principal who, if you can believe it, was
One day, early in the school year, he ven-
tured into the far reaches of the corner of the
considerably more blunt. But he did start out on
a positive note. fie said to Michener, "You have
desk and he found the roll books of the previous
a great chance here. Virgil T. Frey was a very
year with Virgil T. Frey's name inscribed in the
poor teacher. He antagonized everyone, he was
teacher's place. Just for the fun of it he took
a constant source of friction, and I never had
those roll books and he distributed the grades
more dissension on my faculty." The next en-
along a near normal curve. And what he d iscov-
counter that he had with the reputation of Virgil
ered absolutely appalled him. There were eigh-
T. Frey came from a woman of some years who
teen percent A's where there should only have
was head of tht
English department in that
been eight. Furthermore, the B's were just as
Page 6
California Assot-ialion for the Gifted 426 Escudo Avenue, Suite 19, Mountain View, CA 94040
January 1994
a sentence better than the English de-
skewed in the same direction. That
partment ever thought they could.
made him feel a little bit more comfort-
"Jeanne Pclp w,p, a friend a
And," she said, "everyone liked him."
able. Finally, he looked further into the
mentor and an educator of
closets of that classroom and he felt
She paused and Michener didn't know
the lughe-4 order bet au-,e
what to say so he kept quiet. "None of
magnificent when he found two hun-
pertiC
-,he -.hared her
us likes your teaching very much," said
dred and forty-seven term papers which
and nr,ight through
Doris Kelly. "It's so very dull."
appeared to have never been cor-
vhit h au,ed
rected---and never, certainly, had been
Michener now tried to find the courage
to verbalize his question but the six-
graded. At this point Michelle: was
one to reflect and
h.
teen-year-old beat him to it. "You're
feeling very smug because he at least
Her influence tva., -o
wondering aren't you," she said, "why
corrected term papers.
perva-,ive that one ha.- a
he was fired?" And the answer she
On that very afternoon as he was
,
,
weiong
gave him was one word. "Jealousy."
reflecting on all of this, one of his six-
cow-cience and per,onal
teen-year-old students, Doris Kelly,
Alarmed and confused about what
guide."
he now knew about Virgil T. Frey,
whose father was on the school board,
tVicoir,
entered his classroom. She chatted a
Michener decided he was going to con-
1_1.1111(
tca,//r, (4,1_1.q)
duct an experiment. So in class the next
few moments and then she paused as if
trying to find the courage to ask the
day, the class in which Doris Kelly was
not a member, he stood before the class
question. Finally, she said to Michener,
"May I ask you a question?" "Of
high school bringing with him several
and he said to them, "Now that we are
of the students. He dropped off all but
near the end of this first unit, I'd like to
one and this boy said to him, "You
review the big ideas of this unit." He
"lean Ile Delp ha,-, made a
know what, Mr. Michener? Class has
paused, and then said, "You know, the
-.ignitit ant difterence in the
sure been a lot better the last day or so.
way Mr. Frey used to." Immediately,
thow-and5
More like Mr. Frey's." "Was he really a
every member of that class sat up, had
apt
good teacher?" Michener asked. "I'll
their eyes full on him, and Michener
of teat her-, -,tudent-, and
paused because he didn't know how
say he was. I learned more from him, I
parent-. Having her a'-
read more books, and I liked it too. And
Mr. Frey taught. So he said to one of his
mentor and a-- a friend ha,,
students, "Tom, will you take over?"
furthermore," said this young man, "the
had a protound and
Tom came to the front of the room,
best thing about it all was that I learned
permanent etto. t on me,
to trust my own thinking." Michener,
pulled himself up to his five feet three
both prole,,,ionally and
inches, and said, "Okay, who will
who couldn't resist, said, "I thought he
I ink-, her, hut
per,onall% .
was somewhat of a sissy." "Oh, no. It's
dare?" Suddenly, that classroom which
she all JINN av!, he with
true he didn't like the P.E. department,
had been listening and quiet for several
me."
weeks, came alive. One girl said, "I
but he was not a sissy."
That night, after he had dropped
will," and she made the statement that
(-0074mator
Ho( tor
off his last passenger, he was so dis-
Columbus came to this country more
k 12 P00/1//, and ,c)cites,
traught by the confusion of the judg-
for religious reasons than for commer-
CA,Lbi)
cial ones. Another student challenged
ment about Virgil T. Frey that he went
that. Another one said, "You're both
to see Dr. Kelly, the school board mem-
full of malarkey." Michener winced at
course," he said. "But you may not like ber. And he asked him, "Why was Frey
the word "malarkey," but he didn't
fired?" Dr. Kelly's answer was this:
it." "Try me," said Michener. And then
"Frey thought education consisted of
wince at the interest and the thinking
it came. "Why don't you teach like Mi..
Frey?" "How did he teach?" asked
stirring up and creating. He made him-
and the drawing together of all kinds of
information and the willingness to
Michener. The answer that Doris Kelly
self very unpopular. He was excellent
gave him was this: "He made every-
stand and defend it. That discussion
with pupils but he made a mess of adult
relationships. To tell you the truth,"
thing interesting. He taught as if every-
was the best discussion James Michener
thing we talked about was of the ut-
had ever seen in his classroom.
said Dr. Kelly to James Michener, "I'd
rather have Doris study under Frey
That very night, following that ex-
most importance. Heal ways had a joke.
He was not afraid to skip chapters in
periment, Michener was on his way
than under you. She'd learn more in the
back from a basketball game for the
the textbook. He could teach us to write
long run." Then Michener said to him,
January 1994
California Association fi,r the Gifted 426 I:scuela Avenue, Suite 19, Mountain View, CA 94040
Page 7
C
"Tell me, Sir, did you concur in his
status of the funding. It is the teacher
Virgil T. Frey was committed to acting
out his belief in kids in spite of the
dismissal?" And the answer: "I didn't
who counts.
go to the school board meeting that
I think secondly, this story sug-
hostility that he as a teacher encoun-
tered. He believed in those kids and
night. I knew that issue was coming up
gests to me, that Virgil T. Frey was a
and so I just avoided it. Frey was a
man who dared to ask qestions, to
their learning and their needs; and so
disturbing force but he also was a very
despite the stumbling blocks, despite
take risks, to see relationships between
great teacher."
the put-downs he continued to act out
sacred subject matter and sacred learn-
his belief in kids. Mark well, even
As Dr. Kelly showed Michener to
ing experiences. No MGM program of
the door he said, probably in an at-
though this is our thirteenth annual
any real merit will exist in an environ-
ment where no oneteacher, parent,
conference, and even though in the
tempt to make Michener feel better, "I
State of California since 1957 and be-
fore, we've been concerned about the
education of gifted kids, hostility to-
"leanne 1)elp
Thle to
\\
111,111V, tinkitie
ward gifted programs and students still
Like an ()h et. tivc and tram. look It .'litildtiOn tinti \\ ith her 1.1,ter-than
does exist. Virgil T. Frey recognized, as
meteorik. ,111,1, of ',e1/111,4 the moment Lhorge ohe,tt.1.1 Illl \\
we must recognize, that what he was
Ind nil
,he \\otild mo
rd,t !Wilt heart,,
\ 111111i!,
and in fact, indeed what he did, caused
anti pa,,ing-the-hut.k to introdii«, wpmmon I ler 4tial
l\
;11 \
others to reflect upon what they did not
\Lellent. e for fitted ,ttident, x1111 ma% I odd for t!,..tti.her-, of thc ,411ted
do. Therefore, he encountered some hos-
a,' \\ ell.
tility. That hostility, however, did not
kirmed
10,11111e 10 . ed children. \\ horn
ith
en% it'd 1.,
deter him from acting out his belief in
rrixt tedt hers.
tinder,tood people, \\ nether
L, or titt. 'The
kids.
the
\vas a tedt.her at heart anti bCC.11111:,110Vt.'d ,111d
A sixth suggestion that comes to
\ 111,Z, 111k111NLIOI
)41t ted tarmk, of edlit.ator,,[1-trent, and children.
me from this story was that Virgil T.
Frey loved learning. His commitment
`-te'wo my in,pration anti
,,Ort'IV
to kids was to their learning. It is obvi-
---porothv Sp.k, t'rof-:or, Lamar 1.111ier,Itit,.1;caumclit, Tcla
.
ous, I think, that he used higher levels
of intellectual operation; that he indeed
wanted kids to challenge generaliza-
should tell you, Jim, that the superin-
student, administrator, governor, state
tions.
superintendent and his stafftakes
tendent feels the same way. He did
A seventh suggestion from this
everything he could to try and keep
risks. Notice, I did not say cannot. I said
story is that this was a resourceful man.
Virgil T. Frey."
What he did for kids in that small high
does not take risks.
Michener concludes his story about
Third, I believe that his story tells
school in Indiana did not require dol-
Virgil T. Frey with this statement, "I
us that Virgil T. Frey saw learning as a
lars in order to get it off the ground. Do
have never known a person so fascinat-
you recall the statement, "I learned to
process as well as a product. He judged
ing as Virgil T. Frey. Not one member
trust my thinking"?
the results of his teachingby the actions
of his staff or any of his professional
An eighth suggestion from this
of the kids not just by what they put on
associates had a good word to say for
the paper. (Remember the term papers
story is that Virgil T. Frey was known.
him. Not one pupil had an unkind word
and the grade book.)
I am certain we could have walked on
to say for him."
Fourth, I think also, that Virgil T.
that campus and asked where the social
That ends, with apologies to James
Frey had courage. He not only had it;
studies teacher was holding his class,
Michener, his story of Virgil T. Frey.
and everyone would have told us
he displayed it. He trusted the kids'
Now, what does that story say to us
ability to learn apart from him. To him
from the janitor, to the principal, to the
who sit in this room? What signifi-
there was not just one right answer. He
kids out on the track. l have visited high
cance, what implications does it have
schools and junior high schools and
could accept divergent views. He had
for those of us who have concerns and
the courage to confront the subject
elementary schools throughout this
matter, the methodology, the estab-
dedication to the gi fted? To me, at least,
nation and indeed in this state. I would
lished procedures. There are, I think,
it says these things. First, i t is the teacher
say, "I am here as
part of a study to
,1
who counts, not the structure of the
visit such and suchyour gifted pro-
some significant implications in that.
school...not the administrative attitude.
A fifth suggestion that this story
gram. Could you tell me where I would
reveals to me was that
Indeed, if you will in California, not the
I know that
find it?" "Well, let's see...I think you'd
"Never feed weakness."
Jeanne Delp
Page S
Califinnin Association for the Gifted 426 Esetieht Avenue, Suite 19, Mountain View, CA 94040
January 1994
10