This week we continue our series of episodes on my experiences growing up in a special education school. We talk about my experiences moving from 5th to 6th grades and my first genuine interest in girls.

Hello, this is Chris Young. Welcome to episode 19 of Contemplating Life.

This week we continue our series of episodes on my experiences growing up in a special education school. We talk about my experiences moving from 5th to 6th grades and my first genuine interest in girls.

We’ve talked in previous episodes about my so-called girlfriends in kindergarten and later in fourth grade but at that young age, I really had no idea what it meant to have a girlfriend or to be a boyfriend. However, at the early age of 10, it began to get real. Well… As real as it can get for a 10-year-old. A girl named Lily had a genuine crush on me.

She was in Robert’s school because she had a heart condition. As I explained in previous episodes, many of the kids didn’t really need to be in a special ed school. Anything that was serious enough to get you out of gym class or to restrict your activities on the playground would get you shipped off to the handicapped ghetto.

She would shower attention on me carrying books, helping me with my coat, and before I had my power wheelchair she would push me to and from lunch. I suspect she was a bit disappointed that I got the power chair because in some ways it put her out of a job. Still, she could see how happy I was to have it.

How bad did bad Lily crush on me? She would take a piece of paper and practice writing her name as “Lily Young”. She showed me a math paper that she “accidentally” wrote “Lily Young” at the top of it. She said she came very close to turning it in before she caught the mistake.

I wasn’t exactly smitten with her but I really did like her. She was reasonably cute and at age 11 was starting to develop a figure although she was a little bit plump. Most of all, I enjoyed the attention she gave me and did what I could to encourage it.

We never held hands or talked about kissing let alone trying to do it. I don’t recall talking to her on the phone although a couple of years later she called me just to see how I was doing so we must have exchanged phone numbers.

I’m pretty sure that by the end of the school year, she already knew she would attend regular school the following year. I would miss having her around and all the attention that she gave me but I wasn’t exactly heartbroken.

Lots of kids who didn’t belong in Roberts left after fifth grade. Grades 6-8 were considered junior high which today would probably be called “middle school”. Although Roberts’ junior high program wasn’t half bad, it had nowhere near the opportunities that a regular school would have.

The transition from 5th to 6th grade also meant moving upstairs. By then, I had mastered navigating the big ramp and enjoyed going up and down every day. It was no longer the terrifying experience that it had been that first time down.

In junior high, we had a homeroom where we had English which included spelling, grammar, and literature. The sixth-grade homeroom teacher Mr. Ron Kohl taught social studies for all three grades. The seventh-grade teacher Mrs. Irene McBurnie taught science and music. The eighth-grade teacher Miss Meta Fogas taught math. We shared a shop teacher and home economics teacher with the high school. There was an art teacher who was in the building one or two days a week and would rotate with other schools.

We would spend most of the day in our homeroom but would rotate to other rooms for science, music, or math. It probably would’ve been easier to just have the teachers switch rooms and leave all of us in the room we started in but something about the idea of switching from classroom to classroom made it feel more like a regular school. Also, we did have a small amount of lab equipment in the seventh-grade science room and of course, we had to switch rooms for shop and home ec.

In shop class, we did some woodworking projects like making lamps or wall decorations, and we spent some time learning mechanical drawing which was fun. If we had had CAD software in those days I might have taken up drafting or architecture as a career. I couldn’t handle any drawing bigger than an ordinary sheet of paper so a full-size blueprint would’ve been out of my capability. The girls did cooking and sewing.

My sixth-grade homeroom teacher Mr. Kohl was a jolly fellow who stood about 5 feet tall and was totally bald. He was a lot of fun but if you got in trouble too often he could be really tough. One time when the class had been getting especially rowdy he imposed on us what he called “The Week” in which he was no more Mr. Nice Guy. We got the message. We could have fun in his class but there were limits and he could take away all of the fun at a minute’s notice.

Like Miss Holmes and Mr. Wright in the third and fourth grades, he recognized how bright I was and I quickly became his favorite. Of course, he also realized how lazy I was and was quick to give me those speeches about not living up to my potential, etc., etc. He was the teacher I spoke of earlier who tried to trick me into joining the spelling bee by appealing to my competitive nature and ego about my intellect. It didn’t work.

I had acquired a passion for politics from my mother and that passion was further fueled by his social studies class. This was 1966-69 so it was an exciting time with the height of the Vietnam War and all of the social unrest regarding that as well as the civil rights movement.

He said that someone once asked him if segregationist Alabama Governor George Wallace ever died would he go to spit on his grave? He replied, “I promised myself when I was in the Army I would never stand in line again.” He had been stationed in Germany but only after the end of World War II. He still had lots of stories about his time in Europe in the service.

I remember how surprised he was when President Johnson announced, “I shall not seek and I will not accept the nomination of my party for another term as your President.” Mr. Kohl had assured us that Johnson would be president again and we teased him pretty hard the day after LBJ announced he was out.

Although Mr. Kohl refused to identify as Democrat or Republican, it was obvious he was a liberal, especially on social justice issues. He was Catholic and probably quite pro-life. He and his wife were unable to have children so they adopted a daughter. She was about the same age as my adopted sister Carol so he and my mom shared a bond. I reconnected with him years later on Facebook but I don’t recall when he died. I doubt that he lived to see the Trump presidency but I’m certain that if he had, even if he had become more conservative, he would have been appalled by politics today and the assault on democracy.

There was something very important missing from my sixth-grade experience.

Girls.

It wasn’t just Lily who left Roberts School after fifth grade. All of the girls either moved out of town or started going to regular school. It just so happened there were no handicapped girls our age anywhere in the city of Indianapolis that particular year.

We did get some excitement for about six weeks. A girl, whose name escapes me all these years later, came to our school. She was a very attractive blonde with a great personality. She described herself as a tomboy and her evidence was that she had fallen out of a tree and broken her leg. She was only going to be in the wheelchair at Roberts for about six weeks until her leg healed. That was enough time for my friend Ted Hayes to go nuts over her but I don’t think he ever got anywhere. I and the rest of the guys were content to just tease her about whatever we could. At age 11, we still weren’t quite girl crazy yet.

Years later I was in the cafeteria at IUPUI and an absolutely stunning blonde athletic-looking nursing student walked up to me asking, “Do you remember me?” It was the tomboy from sixth grade. Unfortunately, I was sitting there talking to a girl named Ellie who you will hear much about in future episodes. If I hadn’t been with Ellie, I would have gotten the nurse’s phone number just to see what might happen. That wasn’t the only time fate sent me a potential girlfriend while I was in the middle of pursuing someone else. Sometimes I would pray, “Come on God… You give me these long droughts with no women in my life and then you send me two at once. Can’t we get better timing?”

My all-male class continued throughout sixth grade and a couple of months into seventh grade. Then we heard we were getting a new girl at last. She was a very sweet African-American girl named Donna. I think she had a heart condition or asthma or something that didn’t put her in a wheelchair. All of the black guys chased her but never got anywhere.

I think it was in February or March of seventh grade one day we were in the eighth-grade room at math class when word got around that we were getting a new girl. As I rolled into homeroom after math class and headed for my desk.

The students in wheelchairs sat at custom-built tables designed for two wheelchairs side-by-side. They had plenty of clearance underneath for wheelchair footrests and there was a shelf below the table where you could stash your books. The height was perfect for someone sitting in a wheelchair. We had an odd number of wheelchair students and considering I was continuing my role as teacher’s pet, I was awarded the privilege of an entire desk to myself.

The new girl was sitting there in her wheelchair at my desk.

My initial reaction was, “Oh crap no, I’m gonna have to share my desk with some girl!”

Then I saw the girl. Now it was, “Oh holy shit! I gotta make sure I sit next to this girl!”

Sitting there in front of me was the most beautiful thing I’d ever seen in a wheelchair. She had sandy blonde shoulder-length hair, blue eyes, high cheekbones like some Scandinavian fashion model, and a broad smile. She was wearing a pink sweater over a white blouse, a gray pleated wool skirt, white bobby socks, and penny loafers. I was totally smitten.

In addition to the normal wheelchair desks, we had ordinary school desks but the chairs were not attached. You could sit at one of them in a wheelchair although they would be a little bit low. At one point it looked like Mrs. McBurnie was going to seat her at a single desk. I spoke up immediately and insisted I didn’t mind sharing my wheelchair desk with her. Fortunately, I got my way and she was assigned to the other half of my desk.

The teacher had been talking to the girl’s mother. The teacher then introduced her to everyone as Rose Ellen Shewman. At first, I wasn’t sure if Rose Ellen was one word or two. Her mother called her Rose Ellen and when the teacher began referring to her as Rose Ellen you could see her cringe. It didn’t take long to understand she wanted to drop her middle name and be called just Rose.

She was initially quite shy which is to be expected coming to a new school and not knowing anyone. However, she wasn’t shy about answering questions in class. She was smart. I noticed she was constantly flipping to the back of the book and looking at the glossary to find answers to questions. That was something I was too lazy to do. Prideing myself in being a know-it-all, I always had the attitude that if you have to look something up, it was an admission of failure. I gave her points for being clever enough to be able to look something up before the other idiots in the class could prove their ignorance by giving a wrong answer.

It didn’t take long for all of the other guys to know that I was first in line to get her attention. I didn’t have any competition.

The question was, “What next?” How do I get her attention? How do I show my intentions? I was a clueless 12-year-old. Some suggested that a good first step was to buy her a friendship ring. That would be a challenge. I couldn’t exactly save up money from a paper route, hop on my bicycle, and ride to the store.

One day, there was about $10-$15 just lying around on top of the TV. I concluded that they had paid the paperboy with a $20 bill and this was the change. My problem was, it was sitting back too far for me to reach. I asked my sister Carol who would’ve been about 4 years old at the time to hand it to me. Then I had to figure out an excuse to get to the store. There was a discount department store called Ayr-Way on Lafayette Road that was the 1960s equivalent of K-Mart or Walmart. I knew they had a jewelry counter full of cheap costume jewelry.

Before I could hatch a plan, I got caught. My parents confronted me and asked if I took the money. I confessed. When they asked why, I said I wanted to buy a model car kit to build. I said I was going to ask them to take me to Ayr-Way to buy it. They told me if I needed money in the future, they would give it to me. They took me to the store but I didn’t have the money with me anymore. I picked out a car kit and they paid for it.

Eventually, I had a couple of bucks from my grandma and I traded that along with the promise of all my desserts at lunch for a week to my buddy Teddy. He had a cheap friendship ring that was a metal band with hearts all around it.

I wrote a mushy love letter to Rose, put it in an envelope with the ring, and handed it to her on the way out the door at the end of school on a Friday. Monday at the end of the day, she handed me a note on the way out the door. She said she didn’t want to go steady with me. She wasn’t interested. She already had a boyfriend who lived in her neighborhood. She concluded with the sentence, “So what if I am cute?”

Naturally, I was pretty crushed.

My only consolation was that once I told all the guys she already had a boyfriend, none of them tried to step in where I had failed. I always had hope that this situation would change and I would try again. Throughout the rest of seventh grade and into eighth grade I had to just bide my time.

Eventually, Rose just became another one of the gang. We all enjoyed teasing one another. I once wrote that if our desks still had inkwells like in the olden days, we would’ve been trying to dip her ponytail into it. Rose liked to show off that she could pop a wheelie in her wheelchair and balance on her rear wheels. It took a while before she realized that we enjoyed her balancing skills so much because we could see up her skirt. After that, she never did it again.

My next chance came on Valentine’s Day in eighth grade.

We always had a party on Valentine’s Day. You would buy a package of mixed Valentines and send one to everyone in your class, including guys sending to guys and girls to girls. You had to choose carefully so that the same-sex cards were more friendly than romantic. I carefully sorted through the package that my mom got for me and picked out the mushiest one for Rose.

In eighth grade, I wasn’t sharing a desk with Rose anymore. I shared one with my best buddy Miguel “Mike” Rodriguez. Rose sat at a single desk directly in front of us. At the Valentine’s party, I leaned over to Mike and whispered, “I’ve got to keep an eye on Rose. I sent her a particularly mushy one. I’ve got to see how she reacts.”

He gave me a thumbs-up and whispered back, “Good luck bro.”

Rose opened my card, read it, turned around and looked at me, and said, “Do you mean it?”

I nearly choked on my Brach’s candy conversation heart. “Huh?”

“Do you really mean it? What it says on the card?”

The obvious response would have been, “Of course, I meant it. I picked it out special just for you.”

That’s not what I said.

Instead, I said, “Uhh… I forget what it says.”

She rolled her eyes in disbelief and then held up the card so I could reread it. Satisfied that it reflected my intent as best an out-of-the-box Valentine’s card could do so. I finally said with belated confidence, “Yeah. I meant it.”

She smiled but I think mostly it was her laughing at what an idiot I was. Meanwhile, Mike is laughing so hard he’s got his head down on the table pounding his fist. I was worried he was going to fall out of his wheelchair he was laughing so hard. I probably turned the same shade of red as the icing on the heart-shaped cookies we were eating.

In our next episode, we will continue the saga of my romance with Rose and other somewhat darker stories of my school days at Roberts School.

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This week we continue our series of episodes on my experiences growing up in a special education school. We talk about my experiences in fourth and fifth grade and how I begin to develop a passion for math and science.

Hello, this is Chris Young. Welcome to episode 17 of Contemplating Life.

This week we continue our series of episodes on my experiences growing up in a special education school. We talk about my experiences in fourth and fifth grade and how I begin to develop a passion for math and science.

When I was in third grade, Miss Holmes was assisted by a student teacher Mr. Wright. I don’t recall his first name if I ever knew it. After doing his student teaching, he was hired at Roberts School to teach fourth grade so he was already familiar with me and all of the other students.

He was a really fun guy. For social studies class, he made up some sort of play or pageant that was supposed to illustrate Native South American culture. I don’t recall if he said it was Aztec or Incan culture. I mentioned that in Miss Holmes’ class I was sort of the teacher’s favorite and that continued under Mr. Wright so I got to play the part of the tribal king. The queen was played by a girl named Rosemary. Those of you who know me, have heard me talk about a girlfriend named Rose but this was a different one.

I vaguely recall referring to Rose as my “girlfriend” but I think it was sort of along the same lines as Cheryl from kindergarten. Being in school, your family required you to have a girlfriend so I picked her. I don’t even recall if she would refer to me as her boyfriend. It may have just been someone I picked to keep my grandmother off my back asking me about girlfriends. It wasn’t that I had any particular attraction to her except that she was probably the second smartest person in the class and thus also a teacher’s favorite. She moved away after fourth grade and I never saw her again and didn’t particularly miss her. At least I don’t have any embarrassing stories to tell about insulting her disability.

Fourth grade was the first class in which we had science class. That is where I began to really get my passion for science beyond my interest in the space program which was at its height in the 1960s. We did experiments where we passed light through a prism and showed how when you stick a pencil and a glass of water, the refraction makes it look like the pencil is broken. I think we also played around with batteries, light bulbs, motors, and switches as well as electromagnets.

It was either in fourth grade or perhaps fifth grade that I began reading science fiction. The first book I read was “Tom Swift and His Rocket Ship” closely followed by “Danny Dunn and the Antigravity Paint”. I will talk more about my passion for science fiction and these books in particular in a later episode.

Beyond the science experiments and crazy plays that we acted out in Mr. Wright’s class, I also recall he was a huge fan of James Bond. This was the 1964-65 school year which saw the release of “From Russia with Love” and “Goldfinger” starring Sean Connery. I don’t know if it was Mr. Wright’s influence or I just got caught up in Bond fever but I recall I built a model car that was a James Bond Aston Martin complete with a spring-loaded ejection seat and rockets that would shoot out the back when you press a button. I remember having some deep philosophical discussions with him (to the extent a nine-year-old could) because I had difficulty with the idea that the double-O in 007 meant “license to kill.” I didn’t think even with a government license it was okay to kill somebody.

My only other memory of Mr. Wright was that he had gone to school in Terre Haute Indiana and he had us convinced that the words “Terre Haute” were Indian for “terrible smell.” It was only when I took French in high school that I learned it meant “high ground” in French.

One more very memorable thing happened in fourth grade. There was a girl named Rita Johnson in my class. She had braces on her legs and walked using “Canadian Crutches”. These are sort of like a cane that has part of it come up into a U-shaped cuff that goes around your forearm. The crutch doesn’t come all the way up to your armpit like traditional crutches.

She was walking by my desk one day and slipped and fell. The cuff around her forearm dug into her arm and cut a V-shaped slice into it about three-quarters of an inch. A flap of skin opened up from this V-cut and you could see what I thought was muscle inside her arm. I don’t know for certain that’s what I was seeing but it was definitely a deep cut through all the skin. It wasn’t just a scrape.

Like lots of kids with crutches and braces, falling down was not that unusual. She was about to attempt to get up when she looked down at her arm and saw the wound. She started screaming hysterically. They flopped the flap of skin closed, took her to the nurse’s office, wrapped it up in a bandage, and sent her back to class. I think the thing really needed stitches but she never got any. Years later when I was in my early 20s, I ran into her at a disability event and she still had a V-shaped scar on her arm. I didn’t get the opportunity to talk to her to tell her I remembered the day she got it.

Afterward, I bragged to everyone about what I saw. “It was so cool! You could actually see inside her arm!” All of the girls thought it was gross and all the guys thought it was so cool, and they were jealous that I got to see it and they didn’t.

The incident further provoked my sense of scientific curiosity. Who knows? Had I not been disabled, it might have led me to a career in medicine.

My scientific curiosity was piqued by other observations around that age. We used to go to the Lafayette Road Drive-in Movie at the corner of Lafayette Road and Georgetown Road. We had a 1959 Plymouth which had a large sloping rear window. After watching the first part of a double feature, my parents would put me in the back of the car on a large shelf above the rear seat with the window over me. I would lay there and look up at the stars and wonder about them. I knew that stars were suns and that there was no air in outer space. I recall asking my dad, “How is it possible for the stars and the sun to burn in outer space when there is no air?“ He didn’t know. I had to figure that out. It led me to an early interest in astronomy.

I always was a logical thinker. One time when we were on vacation at Lake Schaefer we were accompanied by a priest friend Father Paul Piatt. He was the second of three Father Pauls who influenced my life. He was attempting to engage me in a conversation about how God made everything and influenced everything. Somewhere in the conversation, he asked me, “Where does the wind come from?” Presumably, he wanted me to say that God made the wind blow. My answer was, “It’s caused by the trees.”

Looking back on my answer, I still think it was a brilliant deduction. I noticed that whenever the wind blew, the trees were moving back and forth. I naturally assumed that it was the motion of the trees acting like giant fans that caused the wind. I later learned this was an excellent example of the warning, “Correlation does not imply causation.” I had noticed the correlation between tree movement and wind blowing. I simply had the cause and effect backward. Still, I thought it was an ingenious observation for a young scientist.

My scientific pursuits were furthered in fifth grade under the guidance of a wonderful teacher Mrs. Beatrice Rogers. She was a heavyset African-American woman with a sparkling personality and a passion for teaching. We had all sorts of activities going on at once in her class. My favorite was a large diorama we built featuring several dinosaurs we made out of modeling clay.

The fifth-grade curriculum was the first to implement the so-called “New Math”. According to Wikipedia, this was a revolutionary, yet temporary paradigm shift in the way mathematics was taught in elementary school. It was prompted in part by the Soviet Union launching the first man-made satellite Sputnik in 1957. The belief was that Russian engineers were mathematical geniuses and that in order to compete with them in the space race, we had to raise a new generation of people who were proficient in math.

Rather than concentrate on rote memorization, the idea was to teach mathematical concepts. Kids need to understand why math was the way it was and not just memorize answers. It was designed to teach logical thinking. Among the concepts it included were Boolean logic, set theory, ideas such as intersection and union, as well as numbering systems other than base 10. It may have contributed to my inability to do simple arithmetic that I talked about last week. While most students had no use for such concepts, I was unknowingly destined for a career in computer programming. So not only did new math come to me easily, it served me well in later years.

Concepts such as intersection and union also served me well in working with 3D graphics and a graphics rendering engine I helped to develop. In 1990, I co-authored a book about computer graphics and it relied on such concepts. I also use it in my work when I use CAD software for 3D printing.

I wonder if new math would have worked better had they phased it in from first grade onwards rather than trying to implement it systemwide and trying to teach it to fifth or sixth-grade students who already had four or more years of old math education.

Given that children are learning coding at an early age, my guess is that many of the old “new math” concepts are being taught today without the negative connotation that became associated with the sudden and ill-conceived implementation of the new math curriculum in the 1960s.

The major event that happened in fifth grade was that I was given the use of a motorized wheelchair. The chair had been donated to the school. A small brass engraved tag on the side said, “In loving memory of my husband Mrs. Vern Hollingsworth.” And a date presumably of when Vern Hollingsworth died. I had heard that he was an elderly wealthy man who had purchased the wheelchair but only used it for about 6 months before he passed away.

The school allowed me to use the wheelchair in school and I could take it home over the summer as long as my parents agreed to keep up the maintenance. I will have more extensive comments about wheelchair technology in future episodes but briefly, this was an ordinary Everest and Jennings wheelchair with two 6-volt lead acid automobile batteries and two electric motors that powered the rear wheels through belts and pulleys. The rear wheels had wire spokes and narrow solid rubber tires.

In the summertime, riding around on concrete sidewalks and streets caused excessive wear on the tires and they had to be replaced quite often. Scraping into narrow doorways wreaked havoc on the thin wire spokes and Dad eventually replaced them with heavy-duty spokes. The batteries had to be replaced about once a year but they were standard 6-volt car batteries which were still in common use in the mid-1960s.

The electronics were quite primitive by modern standards of power wheelchairs. The joystick was a simple plastic knob that rested inside four micro switches set at 45° angles. When you pushed the stick straight forward, it would press 2 of the switches which would engage both motors forward. If you pushed forward and right, it would engage only the left motor. Push straight sideways and one motor would go forwards and the other would go backward. I called that maneuver a “bat-turn” after the way the famous Batmobile could turn instantaneously in the 1960s TV version of Batman.

Unlike modern power chairs, there was no proportional control. Each motor was either on or off. The physical therapist who taught me how to drive it had little or no experience with the device. She told me, “If you get into trouble, just let go of the joystick and you will stop.” She unknowingly left out the word, “eventually”. When you let go, the chair would coast a tiny bit and that was on level ground. I didn’t realize that on a ramp, it would roll on its own without power.

My misadventures in the wheelchair began on day one when I ran over Mrs. Rogers’ foot. After that, she learned to stay out of my way.

My second thrilling moment in the power wheelchair came when I tried to drive it down a large ramp that connected the first and second-floor classrooms. This episode is already way too long so I’m going to save that story for a later episode. Let’s just say my scientific mind learned a lot about physics driving a wheelchair down the ramp out of control.

I didn’t have the only power wheelchair in the school. There were two others. Nancy and Leslie Gilson were about three years and five years ahead of me respectively. The Gilson sisters were quite frail petite young ladies with a soft voice that you had to strain to hear sometimes. They both had a type of muscular dystrophy although not the common Duchenne’s muscular dystrophy because only boys get that type.

The family had purchased 4 power wheelchairs – two to use at school and another pair for use at home. They didn’t ride the school bus like the rest of us. Their chauffeur would lift them out of their home wheelchairs and put them in the limousine and drive them to school. Then he would lift them into the other power wheelchairs which were kept at the school. We always said it was a “chauffeur” and a “limousine” but none of us really knew that as a fact. It might have been their dad or older brother or friend of the family driving what was obviously a fancy car probably a Lincoln or a Cadillac but not necessarily a limousine.

Power wheelchairs in those days cost about $1000 which in today’s money would be about $30,000. The fact that the family could afford four of them made it obvious they were well-off.

The presumed wealth of the Gilson family was an illustration of the diversity of the student body at Roberts School. On one end of the spectrum, we had the Gilsons who could afford four power wheelchairs. On the other end of the spectrum was one of my classmates who didn’t come to school for a week because he had no shoes to wear. He needed expensive orthopedic shoes. When the social worker inquired why he wasn’t in school and discovered the reason, the PTA paid for a new pair of shoes. The only reason I knew about it was that my mom was president of the PTA and couldn’t keep a secret.

Roberts School had students who were black, white, Hispanic, and Asian. Rich and poor. Catholic, Protestant, Jewish, and atheist. Disability knows nothing of race, creed, or socioeconomic status. While we were highly segregated from the rest of the school population because of our disabilities, we were at the time the most integrated school by all other measures.

The prevailing belief that the Gilson family was well-off was confirmed when sadly Leslie passed away shortly before graduating high school. The family donated a large sum of money to buy hundreds of library books for the school. Each of them contained a foil sticker on the inside flyleaf saying “Donated in memory of Leslie Gilson.” Among the donated books were some sci-fi classics by Asimov and Clarke which I enjoyed. Her family accepted her high school diploma posthumously.

After the incident on the big ramp, even though I didn’t know either of the sisters because they were older than me, I stopped Nancy in the hall one day and asked her advice on navigating the ramp.

Everest and Jennings dominated the wheelchair market in those days and they were the only company to make power chairs. They only had one model. Even though my wheelchair was theoretically identical to those driven by the Gilson girls, for some reason they both were faster than me. We never officially “raced” but I would find an opportunity to go down the hall alongside them and lose miserably. It really made me angry I could get outrun by a couple of girls.

I never got to know Leslie at all. Nancy was only a couple of years ahead of me so we were in high school at the same time. She was quite shy yet very intelligent with a good sense of humor. She won a poetry contest for a poem that moved me greatly. I’ve got a copy of it stashed around here somewhere and I will reprint it if I ever find it.

In an award-winning magazine article I wrote in 1987 about my school experiences, I told a story about the Gilson girls that was related to me by one of the teachers at a school reunion. I got a nice note from their older brother thanking me for remembering them. He said he didn’t recall the incident I described how Nancy handled the death of her older sister yet he said he couldn’t deny it happened.

For me, it doesn’t matter if the story was true or not. It doesn’t matter if they came to school in a chauffeur-driven limousine or if it was just their dad or older brother in a fancy car. It’s an example of the famous line from the film “The Man Who Shot Liberty Valance” which says “When the legend becomes fact, print the legend.”

The Gilson girls were the stuff of legends.

In our next episode, we will continue the saga of my school days at Roberts School. I will tell one more story from fifth grade and then move upstairs to junior high.

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This week we continue our multi-part series about my early childhood and my journey through the special education system.

Hello, this is Chris Young. Welcome to episode 16 of Contemplating Life.

This week we continue our multi-part series about my early childhood and my journey through the special education system.

After successfully navigating kindergarten, I proceeded through the primary grades. First and second grade were uneventful experiences. I don’t recall my teachers’ names. I was assigned a better wheelchair than the one that I had in kindergarten. The only other memorable events from that part of my life were not school related. Both of them were painful experiences that left me bruised and sore

One Sunday afternoon in the middle of winter, my family went ice skating at Geist Reservoir on the northeast side of Indianapolis. We were accompanied by my paternal grandparents. Apparently, ice skating was a family tradition that my dad enjoyed with them since his childhood. We had a small snow sled with a seat built into it. Dad lifted me into the sled and would go skating across the ice pulling me on the sled at high speed. I really enjoyed it until we hit a patch of rough ice just as we were making a turn. The sled tipped over and dumped me onto the ice. The result was a lot of sprained body parts and a black eye. I had interesting stories to tell the next day at school to explain the bruise. We never went skating again.

The other incident was at a summer camp that I believe was between my first and second grades. It was only a day camp, not overnight. It was held at a facility on the east side called the Crossroads Rehabilitation Center. That organization still exists at a different location and is now known as Easter Seals Crossroads.

Although the camp was designed to serve disabled kids, I didn’t feel like they were very well-equipped. For example, they didn’t have a handheld urinal in the restroom like the ones I used at home or at school. The janitor tried to lift me up by grabbing me under the arms and standing me in front of the toilet to try to pee. It’s the only time I ever attempted to pee standing up. Of course, my legs could not support even a tenth of my weight. It is a wonder I wasn’t injured. That would come later. The next day, Mom sent me there with a Tupperware cup to pee into.

Behind the building in a large playground area where most of the camp activities took place, they had a regular above-ground swimming pool set up. Some of the kids would be lifted out of their wheelchairs and could get into the pool. I was too afraid to allow strangers to do that. There was a wooden platform alongside the pool and a wooden ramp. They would roll me up the ramp in my wheelchair so that I could see over the edge of the pool and watch the other kids splash around.

The camp counselors were everyday high school kids who had no particular experience dealing with disabled children. The young lady who was pushing my wheelchair took me down the ramp forwards. She slipped on the wet ramp and I went rolling forward until my front wheels hit the grass. The chair tilted forward and I fell out and landed on my face. Fortunately, nothing was broken but I had sprained ankles, knees, elbows, and shoulders.

It took me more than a week to recover. During that time I became an even bigger mama’s boy than usual and I insisted on sleeping in her bed relegating my dad to the sofa. When I finally recovered, they tried to encourage me to go back to a second session of the camp but I flatly refused.

Several of my disabled classmates attended an overnight weeklong summer camp called Camp Riley. Although they reassured me that it was staffed by experienced, knowledgeable people and was much better run than what I have experienced at Crossroads, I never had any interest in leaving the safety of my parents’ care. I never spent anywhere overnight away from my parents or grandparents until a hospital stay in my early 20s and then a vacation with my friend Barbara when I was 31. You will hear all about those situations in future episodes.

I always felt completely safe riding the school bus to Roberts and completely safe while at school. There was however a serious safety issue at the school that no one realized until one fateful day when someone dared my classmate Charles Lynn to pull the fire alarm as a prank. That stunt uncovered a serious hazard. Here is the back story.

I mentioned in the last episode that in kindergarten we spent most of the afternoon in nap time laying on cots in the classroom. I also mentioned that the entire school had one hour of post-lunch nap time. Rather than set up the cots in the classroom, the grade school kids would go to the basement for nap time. After each of the three lunch periods, we would all ride the elevator down to the basement, and travel down a very long hallway to a large room where cots and beds were set up. You could pack four wheelchairs and perhaps two or three walkers on the elevator at once. It would take several trips to get the entire contingent down to the basement.

The route from the elevator to the nap room took us past the boiler room which was where the bus drivers would hang out when they were not driving. It was the only designated smoking area in the building. When my mother or other parents were there working on volunteer activities such as the cookie sale, they would hang out with the bus drivers in that room and smoke and drink coffee.

Along that long corridor were huge 55-gallon drums of drinking water which were marked with the civil defense logo. This was the height of the Cold War and our building was a designated fallout shelter. I seriously doubt how much protection the building would have given us. The nap room had a series of short windows high up in the back wall. Then again, we weren’t exactly capable of doing the classic 50s “duck and cover” useless maneuver in the event of a nuclear attack.

In addition to fire drills, in which the entire student population would evacuate the building and lineup on the sidewalk far from the building, we also had so-called “security drills” in which we would all ride down the elevator to the basement nap room which had the beds and cots conveniently folded up and put away. I would’ve liked to have seen them frantically doing this in the event of an actual emergency.

What was supposed to be the safest room in the building was actually a death trap. This was uncovered thanks to my classmate Charles Lynn, a walker with cerebral palsy. One day as we were returning from our nap, someone noticed there was a fire alarm button next to the elevator. None of the kids in wheelchairs could reach a high enough but because Charlie could walk, he could reach it. Someone double-dog dared him to pull the fire alarm in the basement as we were waiting on the elevator.

While we knew it would create a stir, we had no idea it would create a mild panic among the teachers. Naturally, in a fire, the elevator is off-limits. No one ever asked, “How are we going to get 20-30 handicapped kids out of the basement in the event of a fire?” Furthermore, if there ever was a fire, one of the most likely places would be an explosion in the boiler room. As I mentioned, we passed that room en route from the elevator to the nap room. Even if the elevator was operational during a fire, the way would be blocked by a fire in the boiler room.

By the way, there was a long winding ramp connecting the first and second floors and there were smaller ramps connecting various levels of the first floor but there was no ramp access to the basement. You will hear more about the big ramp between floors in a future episode.

After some frantic staff meetings at the end of the day, nap time was moved to the auditorium which was on the ground floor. Although we never had a fire while I was there and I don’t think there was ever one in 50 years the building was used as a school, that stunt by Charles Lynn could have potentially saved a lot of lives by calling to attention a very dangerous situation.

By the way, if you are a race fan who visited the Indianapolis Motor Speedway, you might have seen Charles. He frequently stations himself behind the grandstands of the main stretch near the entrance to the Gasoline Alley garage area where he sells newspapers. He also sells inside Gasoline Alley and is a popular figure with the drivers and mechanics. Legendary driver A.J. Foyt nicknamed him “Wolfman” because somehow they found out he could do a really cool Wolfman howl. Of course, by now he would be in his late 60s like me and I don’t know if he is still around or not.

After the fire alarm incident, we then had our security drills the way most schools held them which was to grab our coats, go out into the hallway facing the wall, and put a coat over our head. As the Cold War began to relax, security drills were renamed tornado drills. Realistically, tornadoes were a much more probable threat, and getting into the hallway away from windows was a more practical defense against tornadoes than it would have been against a nuclear conflagration.

Sadly, these days students not only face fire drills and tornado drills, but they also have to endure active shooter drills. God only knows how Roberts School would have handled those. Probably just lock the door and pray as most kids do. Let’s face it, hiding under your desk is probably no more effective against an active shooter than it would be against a nuclear bomb.

Before disabled children were integrated into regular education settings, one of the arguments against having us in a regular school was that it presented a safety hazard. They feared it would be difficult to evacuate disabled kids and/or evacuating them would slow down the evacuation of able children.

Famed disability advocate Judy Heumann who recently passed away at age 75 was a teacher who taught from a wheelchair because she had contracted polio as a child. She was denied employment because they said she could not help evacuate children in case of an emergency and/or would hinder their evacuation. She eventually won a court case that allowed her to teach. She later worked as an advocate who was instrumental in getting the Americans with Disabilities Act passed. See the articles linked in the description for more about her.

My third grade teacher, Miss Clara Rose Holmes had no such difficulty being employed. She walked with a limp and have limited use of one arm as a result of polio. As a child, she attended Roberts School and upon graduating college, she came back to teach. She was much beloved and fondly remembered by everyone who attended the school.

I was sort of the teacher’s pet in her classroom. She noted how bright I was and was happy to accelerate me through many lessons. I was doing multiplication and division while some kids were still struggling with subtraction.

She concluded that some of the work in her classroom was somewhat “busy work”. While most kids had to go through pages and pages of math problems every day, once she realized I was gifted, she exempt me from some of those math drills. For grammar lessons, most students had to begin the day by writing out all of their spelling words before doing any of the other assignments. I was similarly exempt from these drills.

She had concluded that such grunt work would tire me out. My disability left me no more fatigued than any of the other kids in the class. But when the teacher says, “You’re so smart that I’m not going to waste your time on all these mindless drills.” I certainly wasn’t trying to dissuade her from the idea that it was too hard for me physically.

The end result is that I can solve a logic problem with no difficulty. High school algebra, geometry, trigonometry as well as calculus posed no problems for me yet simple arithmetic is a challenge. In high school, when I took bookkeeping, I could take a column of numbers and add them up three times and get three different answers.

Grammar, sentence structure, and writing all come naturally to me yet I can’t spell worth a damn. One of my junior high teachers tried to trick me into becoming a better speller because he knew I was competitive and egotistical about my intellect. He tried to persuade me to enter a spelling bee. I laughed in his face. “You really expect me who can’t spell my way out of a paper bag to go up against people who have a natural talent for such things? You’re trying to trick me by making it a competition. No way.” Fortunately, I got into computers. Spreadsheets and spellcheckers compensate for my lack of skills.

Two other memorable events occurred when I was in third grade. As part of routine screening, they discovered I couldn’t see. I had no idea I was nearsighted. I just thought that was as well as human beings could see. I was amazed by photography, especially Polaroid instant photography. I could look at a photograph up close with my nearsighted vision and see more detail than I could see of the real objects. I thought it was magical that a photograph could see in more detail than I could.

I got glasses when I was eight years old and discovered a world I didn’t know existed. I didn’t know that grass consisted of individual blades. I never got out of my wheelchair and played on the ground where I could see the grass up close. To me, it just looked like a spread of fuzzy green carpet.

The fact that I was a gifted student, learned to play chess at age 8, and wore glasses completed my image as the ultimate nerd probably before the word nerd was ever coined.

The other memorable event from my third year of school was November 22, 1963. That fateful day my mom was at school in my classroom that day hosting a party as the PTA room mother. It was a thank-you party for our successful annual cookie sale. A teacher from a different classroom ran into our room and told the adults, “Turn on the radio. There is terrible news about the president.”

They all listened intently but I couldn’t tell what was going on. My mom explained to me that President Kennedy had been shot in Dallas. I misunderstood what she meant by “shot”. I thought he had received an inoculation. I asked, “Why did he go to Dallas? Don’t they have doctors in Washington DC that could give him his shots?” She explained he was shot with a gun.

Before the afternoon was over, we learned he had died. Rather than ride the school bus home, Mom took me home herself and tried not to cry in front of me. My family was lifelong Democrats and Roman Catholics. My grandmother had a photograph of Kennedy on the fireplace mantle next to a photograph of the Pope.

My only comment on the way home was, “I guess we throw away that comedy album ‘The First Family’ when we get home. It won’t be cool anymore to make fun of a dead president.” I was referring to a comedy album we owned called “The First Family” by comedian Vaughn Meader. He did wonderful impersonations of Kennedy and the Kennedy. I don’t think we threw it away but we never listened to it again. I brought a copy on CD from Amazon decades later I listened to it one more time just for old times’ sake.

We spent the next few days after the assassination glued to the TV. The following Sunday just as we came in the door from church, I saw Jack Ruby shoot Lee Harvey Oswald live on NBC TV. I said, “Hey Mom… They just shot that guy.”

“What guy?”

“That guy that shot the president. Somebody just shot him.”

If the president of the United States and the man in police custody who had shot him were not safe, were any of us ever safe? That question persisted throughout all of my memories of the 1960s.

I remember prior to that watching the Today Show with my mom during the Cuban missile crisis and asking, “Mommy, What’s a blockade?” I didn’t know how serious the threat was.

Throughout the 60s, we had the Cold War, the Vietnam War, the assassination of the Rev. Dr. Martin Luther King Jr, and the assassination of Bobby Kennedy.

I was in Chicago two weeks before the riots at the DNC having an ordinary vacation with my parents. What if I had been there during the riots? What might I have seen at a young age?

Things haven’t changed much these days. People still live in fear. The threats are different but the fear is the same.

Even as an old white guy, the fear is still the same. Sometimes I find myself waking up in the morning thinking, “I really should turn on the news. Turn on the Today Show or MSNBC. Maybe Vladimir Putin dropped a tactical nuke on Ukraine. I wouldn’t even know about it if I didn’t turn on the TV and find out.”

Those are the things that occupy us today. Not a whole lot has changed.

In our next episode, we move on to fourth and fifth grade where I got my first motorized wheelchair, and about the diversity of the kids who attended Roberts school.

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I will see you next week as we continue contemplating life. Until then, fly safe.

For this special episode of Contemplating Life, we present a video of a live presentation I made on April 20, 2023, at the PATINS Tech Expo. There is an audio-only linked below. Eventually, I will have a transcript as well. I just wanted to get this episode up quickly.

Note: Portions of this episode deal with adult topics. Viewer discretion is advised.

This week we begin a multipart series recounting my school days in a special education school here in Indianapolis.

Hello, this is Chris Young and welcome to Episode 15 of Contemplating Life.

This week we begin a multi-part series recounting my school days in a special education school here in Indianapolis.

In the mid-1930s, Indianapolis Public Schools built James E. Roberts School #97. It was specially designed for handicapped children and was in many ways in response to the polio epidemic. It was at the corner of East 10th and Oriental Streets on the near east side near Arsenal Technical High School.

The two-story Art Deco building featured ramps, an elevator, and a physical therapy department with a small swimming pool. Students from kindergarten through high school were educated there for 50 years.

The school closed at the end of the 1985-1986 school year. It was used for a variety of purposes for a few years and was considered a candidate for demolition however given its history, there were efforts to preserve the building. It was renovated into an apartment building and is now known as the Roberts School Flats.

In episode 5, I told the story of how my mother tried to enroll me in St. Christopher Parish School. They really weren’t equipped to deal with a disabled child so I was enrolled in Roberts School in kindergarten in 1960 at the age of five.

In the summer of 1960, my parents purchased my first wheelchair. Prior to that, they would just carry me around. Most of the day I would sit in a small chair at our coffee table in the living room where I would play with toys, eat lunch, and watch TV. At dinnertime, I would sit in a high chair at the dining room table.

IPS Schools operated 10 school buses at the time and all of them were used to transport children from all over Indianapolis to Roberts School. In those days, there was no bussing of children to any other school for any reason such as to achieve racial integration. Kids walked or were transported by their parents to their neighborhood schools. There were probably seven or eight high schools and I don’t know how many junior high or middle schools. The Roberts buses were stationed at the school and were occasionally used for field trips by other schools.

The Eagledale neighborhood where I lived was in the far northwest corner of the city and initially, there was no bus route to reach me. They hired an eight-passenger taxicab to pick up several of us in my neighborhood. The cab driver, or perhaps my mother I don’t recall which, would lift me out of my wheelchair and into the taxi. When we arrived at the school, the driver would pick me up and transfer me to a wheelchair that belonged to the school.

There was a girl several years older than me named Erica who lived near here but was just outside the IPS boundaries. I believe she had cerebral palsy although she could walk with difficulty. She persuaded the school to allow her to attend but they would not cross the city limits to pick her up. A family member would drive her to my house and they would sit in the car and wait until the taxi arrived and then she would join us.

I don’t know how long I rode the taxi but it was not for the entire year of kindergarten. At some point, they got a new bus or they rerouted an existing bus to handle the west side. It was an ordinary school bus with the only accommodation being safety belts. The bus driver would lift us out of our home wheelchair and into the school wheelchair upon arrival. And reversed the process at the end of the day.

Among the people who rode that bus with me for many, many years were Chris Fryman who was my age, and Carol Brumett who was about four years older than me. Chris had osteogenesis imperfecta more commonly known as “brittle bone disease”. He used a wheelchair and he had his legs in braces mostly to protect them from breaking. Carol had contracted polio, spent some time in an iron lung, and had minimal use of her arms and legs. They both rode with me for the entire 13 years I attended. (Well Carol graduated before I did.) My good friend Mark Herron who had a form of muscular dystrophy and was a few years younger than me lived right around the corner. He also rode the bus with me for many years. I’ll talk more about him in later episodes.

One of the interesting things about the population of Roberts School was how it reflected the impact of the Salk vaccine for polio. That vaccine became available the summer I was born in 1955. If you looked at my classmates, more than half of the people older than me were there because of polio. No one my age or younger had polio. It’s like someone just flipped a switch and the disease disappeared.

Not all of the kids at Roberts School were in wheelchairs. Some, such as those with mild cerebral palsy could walk perhaps with crutches. Others had severe asthma like my friend Ted Hayes, or a heart condition such as Lily Ottinger, and a few had epilepsy. Many of them probably didn’t need to be segregated into a special education school. Any medical condition that a child had that the average school nurse didn’t want to deal with would get them sent off to our special school. Anyone not in a wheelchair was referred to as a “walker”.

I mentioned that I used a wheelchair that was provided by the school. That doesn’t mean that IPS purchased the wheelchairs. There was little or no extra funding for special education. The wheelchairs had either been donated or had been purchased by the PTA. Every year, we held a cookie sale and the proceeds went to purchase wheelchairs and other equipment. It seemed as though the attitude at IPS was, “Hey… We built you a special school. What more do you want?”

My first wheelchair at Roberts was nothing more than a child-size wooden chair nailed to a plank with four small caster wheels and a handle mounted on the back. I had to be pushed everywhere. It didn’t have large wheels that I could push with my hands. My standard child’s wheelchair that my parents had purchased did have large rear wheels and if I was on a completely smooth flat surface I could push myself a few inches with a great deal of difficulty.

The kindergarten was a large room complete with its own dedicated restroom, a piano for music class, a TV set (something none of the other classrooms in the building had), and lots of wooden blocks and other toys.

The teacher was a wonderful woman named Miss Helen Martin. I’m pretty sure she was still teaching kindergarten when I graduated.

After lunch, she and one of the custodians would set up a bunch of cots and we would spend most of the afternoon in “naptime”. Considering that many kindergarten classes are only half a day, spending the other half of the day trying to nap was not unreasonable. The problem was, everyone in the school had at least one hour of naptime after lunch. I don’t think it went all the way up to the high school level but it did go through junior high which meant 6th, 7th, and 8th grade. We will talk more about nap time in a later episode.

When you get to school, it’s typical for your family, especially grandmas, aunts, and great-aunts to ask, “Have you got a girlfriend yet.” Apparently, they’ve never heard of puberty and don’t realize that those kinds of concerns are not a priority for several years. Yet I still received frequent pressure to answer the question. It seems that my classmate Cheryl was receiving similar pressure from her family to find a boyfriend so, although we were both clueless as to what that kind of relationship involved, we agreed to be boyfriend and girlfriend.

Cheryl was born with no arms. She had tiny appendages perhaps 3 inches long each of which had two tiny fingers. Throughout our grade school years, we would frequently get visitors in the building. They were typically nursing students or special education teaching students. Upon seeing Cheryl, you would hear the word “thalidomide” whispered. The infamous drug thalidomide was prescribed to women in the early and mid-1950s as a very effective method of combating morning sickness during pregnancy. The problem was, it caused severe birth defects in many cases–most often missing limbs. They naturally assumed that was the cause of her condition.

Decades later, I saw a documentary about the drug and did some research of my own. As best I can tell, it was never used in the United States and it was completely discontinued in 1954. I was born in 1955 as was presumably Cheryl. Unless her mother was Canadian or European and was unfortunate enough to have taken the drug shortly before it was pulled from the market, her condition was NOT caused by thalidomide.

Anyway, one day we were sitting at a table coloring. I was about to complete my masterpiece of an airplane flying over houses complete with fluffy clouds and a smiling sun in the sky. Cheryl was sitting on top of the same table that I was using drawing with a crayon between her toes. For reasons I never understood, probably my fault somehow, she reached over and scribbled all over my drawing. I was furious. When I tried to retaliate, she pulled her paper away from me to where I couldn’t reach it. Now I was even more furious because she was exploiting my disability (or rather my inability) to climb up on the table and scribble on her paper. I took that extremely personally. A nasty argument ensued. I don’t know for certain who “went there” first but I will give her the benefit of the doubt and say that I took the argument to the extreme that I’m about to describe.

“I don’t want to be your boyfriend anymore!”

“Good! I don’t want to be your girlfriend anymore!”

“I don’t think anybody will ever want to be your boyfriend because you can’t hug them or hold hands with them because you got no arms.”

“So… you’re never going to get married because you’re in a wheelchair and you can’t walk down the aisle!”

At that point, Miss Martin rushed over to intervene and broke up the fight.

Looking back at the incident, I find it fascinating that it illustrated a five-year-old’s concept of a boyfriend/girlfriend relationship. For the boy, it consisted of hugging and holding hands, and the girl was already anticipating marriage.

Although James E. Roberts School was built with a physical therapy department, ramps, and elevators to accommodate our special needs, the reason that most of us were there was to protect us from the cruelty we would encounter from other students because of our disabilities. This incident, and many others I could recount, illustrates that we were more normal than they thought. We could be just as cruel to one another regarding our disabilities as if we were integrated into a regular education setting with able children.

Cheryl left Roberts School for a couple of years but I never knew why. When she returned, she was a year behind me. She attempted to use artificial arms but they never were worth the effort for her. By the time she reached junior high, like most walkers, she moved on to a regular school.

When I was in my early 20s, I saw a newspaper feature article about her. The accompanying photo showed her sitting at a desk at her office job typing on a typewriter with her feet. It was your typical feel-good piece about a disabled person making it in the world. She was well-employed and engaged to be married. Some 62 years after our argument, she was right and I wasn’t. She got married and I didn’t.

I’ve got one more story about Cheryl that reflects almost as poorly on me as the one I just told but it’s too funny not to tell.

Fast-forward about 14 years and I’m in my first-semester college physics class at IUPUI. My instructor is a wonderful educator Professor Emeritus Golden Flake. Yes, somewhere along the way Mr. and Mrs. Flake actually decided to name their little boy “Golden”. His motto was, “Physics is Fun” with “fun” spelled PHUN.

One day he was lecturing about the conservation of rotational momentum. He explained, “Did you ever wonder why you swing your arms when you walk or run?” Having done neither yet observed the same I was still curious. He continued, “It’s because when you put one foot in front of the other, and your other foot goes backward, your hips and entire lower body twist. In order to keep from waddling, you have to swing your arms in the opposite direction to absorb that rotational energy.”

I turned to my friend Mike Gregory and said, “Eureka! That explains Cheryl.“ To which he replied, “What? Who?” Later when I had time, I told him about Cheryl and her disability. I explained that when she became a teenager, what God had denied her in the way of limbs, he more than extra made up for in her ample bosom. The poor girl – although she kept her bra straps extremely tight, when she walked her boobs bounced all over the place.

I told Mike, “Now I understand why. All of that rotational momentum had to go somewhere and she couldn’t swing her arms so it went into her…” Mike interrupted to finish my sentence, “coupled harmonic oscillators.”

Mike went on to tell me about a book of humorous essays he found in the library titled, “Stress Analysis of a Strapless Evening Gown”. It was a spoof of scientific journal papers in which they applied rigorous engineering and scientific disciplines to ordinary events. The title of the book was the same as the lead essay. It explained in extreme engineering detail complete with force vector diagrams of what it takes to avoid a wardrobe malfunction in a strapless evening gown. Mike suggested if they ever did a volume 2 that I should submit a paper about my kindergarten girlfriend.

Admittedly the whole story is very misogynistic but hey… We were 19-year-old college students. What do you expect?

I found the book on Amazon while preparing this podcast. I couldn’t resist the nostalgia and I ordered a used paperback copy for $10.

In our next episode, we will continue the saga of my school days at Roberts School. Somewhere along the way, we will have my reading of an award-winning article I wrote about my experiences there.

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Even if you cannot provide financial support. Please, please, please post the links and share this podcast on social media so that I can grow my audience.

I will see you next week as we continue contemplating life. Until then, fly safe.