XXX OOO (Hugs & Kisses)

{Prompt: What was your Mom like?}

Describing a person is tricky. How much of their persona is real and how much of it is a facade? Is the person that I know in some way the same person that you know in another way? Is the person the same to themselves as they are to others?

I think I can describe my mother — her attributes and her life experience pretty well. And I think she is pretty much the same person on the inside as she is on the outside.

Margaret Whitesell Gallup, circa 1961.

But first let me tell you about her, little by little. You can judge for yourself. This is the way that I was introduced to my mother.

Step by step.

At first, she was my young mother. She fed me peas and carrots. She showed me how to hold a fork and a spoon. She wiped my mouth and combed my hair.

She helped me get my shirt over my big head — putting it on and taking it off. She helped me get my foot through each pants leg — the left leg in the left side and the right leg in the right side. She helped me with my socks and my shoes, and she taught me how to tie the laces.

Mom with Mike - circa 1963.

At the end of the day, she filled the bathtub up with water, a couple of toys and some soap suds. She washed my neck, and behind the ears.

When I had on my pajamas, she would read to me. Sometimes she would rub my back.

Mom with me - circa 1965.

And at bedtime she would sing to me. She sang:
Hush little baby, don’t say a word,
Mama’s gonna buy you a mocking bird…

Or she sang:
You are my sunshine, my only sunshine,
You make me happy when skies are gray,
You’ll never know dear, how much I love you,
Please don’t take my sunshine away.

Or she sang:
Twinkle, twinkle, little star,
How I wonder what you are.
Up above the world so high,
Like a diamond in the sky…

Once we looked out at the stars… out of the window, above our back yard… and we made a wish on a star — the first one to appear. I must have just seen Pinocchio, or heard Jiminy Cricket singing When You Wish Upon a Star.

She taught me the words to the nursery rhyme, passing on the incantation:
Star light, star bright,
First star I see tonight,
I wish I may, I wish I might,
Have this wish I wish tonight.

Can you imagine?

A scene from Disney’s Wish

Together we read many books.

We read the tale of Peter Rabbit, who was so terribly naughty (and came home without his shoes or his blue jacket). We read about Curious George, whose curiosity would get him into big trouble (especially with an ink blotter).

We read about Sam-I-Am, who would not try green eggs and ham… until the very end of the book (a happy ending as it turns out).

And we read about the accidental poisoning of the king of the elephants by mushrooms, in the Story of Babar (a very unhappy event).

We read the conversations of dogs in silly hats, and we were astounded by the dog party in the tree, so brilliantly illustrated by P D Eastman.

Near the end of Go, Dog. Go!

Mom showed me how to play with many toys: Playdoh and Silly Putty. Lincoln Logs and Tinker Toys. Wooly Willy and Etch A Sketch. Slinkies… Yo-Yos… View-Masters.

I colored and drew. I clipped and I glued. We made decoupage from cut out magazine pictures, and art from macaroni. She did some hand sewing from patterns, and I watched. She made a wall hanging from macramé.

One Advent season, as Christmas approached, we set to work to create Chrismon ornaments for the tree in the church lobby. We cut into Styrofoam — making squeaking noises that I could barely tolerate, sounds that still make me cringe. We attached beads and ribbons. We deciphered the messages in the symbolic shapes. We took pride in the glowing Chrismon tree with its especially meaningful ornaments, pearly white and gold.

A very fine Chrismon ornament (Credit: Our State Magazine).

She taught me games like hide-and-seek and Simon Says. She prepared me to run and jump and throw and dodge, so I could play tag, and kickball, and Red Rover, and Dodgeball.

She set me loose with my brother and our toys, to play Cowboys and Indians, or World War III, or the most violent game of all - Tetherball. Mike and I would lash out — flailing at the tetherball, to get it spinning in the right direction. Usually, Mike got it orbiting all askew, over my head — the cord to the tetherball growing shorter and shorter, until it spun to a stop against the pole, granting him victory.

Injuries were to be expected, and mom would fix them with a Band-Aid, or a rub and a kiss.

Once Mike threatened to throw a cap gun at me, from twenty feet away. And when I didn’t leave him alone, he did throw it at me. (He claims he threw it to the side of me). So as I dodged to escape the projectile, it hit me perfectly on the side of my forehead, where the metal cap gun instantly popped open a laceration, and I had to run inside to Mom for treatment (and vindication).

I had two more bleeding head wounds during childhood, one more at the hand of my brother (who threw a rope tied to a rock over a tree branch, while I was standing on the other side). The other injury happened when I fell off my bicycle into the side of a bulldozer, at the other end of the neighborhood. Mom provided first aid both times.

She put antiseptic on our scrapes when we fell on the asphalt. She dried us off when we fell in the creek. She mixed up a remedy of Port wine and honey when I had a sore throat. And she took us to the doctor and the dentist to get our shots and our cleanings.

New parents— Gerry and Meg, with Mike.

In return, we were expected to do our chores. We would brush our teeth and take a bath. We would set the table or do the dishes. We had to clean our room and make our bed. As we got older, we had to do our homework… practice music… mow the lawn.

Clearly the chores were a chance for her to catch her breath and relax for a minute or two. One summer when there was nothing to do, I told her I was bored.

“Well, why don’t you go work in the yard?” she says.

“Doing what?” says I.

“I don’t know. Go pick up the pine cones.”

“Which pine cones?”

“All of them.”

“All of them? You gotta be kidding.”

“Nope,” she says, secretly smiling. “Go pick up all the pine cones. You better get started. It might take a while.”

That’s probably not how the conversation went, but she could be sneaky… crafty.

Did I mention how much I hate pine trees.

A ‘few’ pine cones on the ground.

We were expected to learn to play an instrument… or sing. In early childhood, I played with bongos and maracas, and we had rhythm sticks to play with in our music class in school.

Mom bought an autoharp, and she learned to play chords and sing… sort of. There was a lot of looking up and down in the process, and a lot of stopping and starting. Looking up at the sheet music for the chord and looking down at the autoharp for the right chord key from the 15 provided. It was hard to watch. (With a little video-editing magic, the results might have been better, but there was no way to easily fix it back then. You just had to practice.)

An Oscar Schmidt OS15B Autoharp.

I took a short course to learn to play a keyboard — a Yamaha keyboard — when I was very young. Mom sat with me, encouraging me as I learned to play the scales.

I must have weaseled my way out of playing keyboard or piano, because before I knew it, I was in the children’s choir at church. Mom dropped me off, after school, at the side entrance to the chapel, where almost all of the kids would play tag for 5 or 10 minutes before the rehearsal began.

Poor Mr. Smith — our long-suffering choirmaster (Leonard A. Smith). He must have encouraged the free play before rehearsal. Without it, we children would have been totally unable to stand still for so long in one place, focusing on music. He still had his hands full. I can still see the look of relief on his face, when the practices ended and we all ran up out of the basement to the parents waiting for us in their cars up on Stone Street.

I tried my hand at playing recorder, and I played flute in 6th grade (and 7th, 8th, and 9th), when we had to choose an instrument for school. I learned to play well enough to play in a community orchestra around the time I was in college. But the notes I played were never the best quality. I never learned to play with proper posture and a good embouchure. I was only an average musician.

The problem was that Mom never seemed to see me as average. She called me her pride and joy. She seemed to think I could do anything.

And she would let me do anything. Go anywhere. She let me bike out of the neighborhood to deliver afternoon newspapers. She let me ride a moped up to Five Points to visit my friends. She let me apply to the NC School of Science and Math, move to Durham and spend two years learning from others.

She let me go to Vanderbilt for college, 12 hours away. And when I moved back to Raleigh, she let me apply to go study in Australia, half a world away.

I guess she had faith that God had a plan, for better or worse. She was willing to put my future in His hands. She said as much, recently, in a text to me, when I asked about some of our childhood excursions, down the creek and far from home.

She said, “As for the free-time activities, a parent’s (especially a mother’s) heart is unalterably joined to her son and she doesn’t dare to dwell on dangers (known or unknown) ready to attack him. She can only ask God to protect him and trust that He always will.”

Her trust in God probably wasn’t unwavering, but her trust was lasting and profound.

Dressed for church—in 1968.

Growing up, I went to church and Sunday school. I learned all the stories of Jesus — all the events in his life, from Bethlehem to the Sea of Galilee to the Garden of Gethsemane. Mom got me an illustrated Good News Bible, which still sits on my shelf of books of personal significance.

She typed up at least a hundred bookmarks on colored construction paper, each with a separate Bible verse, enough for each week of the year… maybe even enough for each day of the year.

We went to Christian retreats, tent revivals, and a Billy Graham crusade.

Church clothes in 1972.

We once went to a Moravian Candle Tea, in the Christmas season, way out on Blue Ridge Road in west Raleigh. I had my first coffee (I was about ten) with sugar and cream, and I had some coffee cake to go with it. We stayed to listen to Christmas carols in the chapel of the Moravian Church, sparsely decorated with greenery, beige tallow candles, and dark red velvet ribbon. They also had beautiful multifaceted stars, representing the star of Bethlehem — the star in the east.

At Christmas, we decorated our tree with aluminum tinsel, and plastic icicle ornaments. We once strung a garland of white popcorn and crimson cranberries. We had bubble lights on the tree inside, and C9 electric bulbs on the azalea bushes outside.

Me - Christmas, 1976

We watched Christmas specials — squeezing together on a couch, while Andy Williams sang It’s the Most Wonderful Time of the Year — stoking the fire in the fireplace as Bing Crosby sang, “I’m dreaming of a white Christmas.”

We watched How the Grinch Stole Christmas and silently celebrated when “his heart grew three sizes that day.”

We watched Rudolph the Red Nosed Reindeer, secretly rooting for Hermey the dentist, Yukon Cornelius, and all the characters from the island of misfit toys.

We watched A Charlie Brown Christmas, eagerly waiting for Linus to step up to the podium, bravely to explain the “true meaning of Christmas.”

Not to say that we didn’t care about gifts. Quite the contrary. We asked Santa for gifts; we wrapped gifts with paper, bows, gift tags, and ribbon; we looked for hidden gifts, or hid them from others; and on Christmas Day we tore open our gifts and spent the day at play — enjoying the day for all it was worth.

But we always knew that Christmas was about more than the material things. It was about God’s gift to mankind. It was about the gift of having a Mom and a Dad to care for you… and celebrate with you.

The Gallup family - Mike, Gerry, Steve, and Meg.

Now those days seem long ago.

Nearly fifty years have passed.

Margaret (my Mom) is older now — much older than when we lived together in a small house in Raleigh, scratching to get by — wishing on stars and trusting in God. She’s been blessed.

And I’m grown up too. We live far apart. I’ve seen what kind of effort it takes to raise a child — watching them learn… letting them go. Trusting in providence. It isn’t easily done.

Gerald and Margaret Gallup - August 1, 1959.

This is my Mom:

She is studious, pious, faithful, humble, and reverent.

She is thoughtful, caring, kind, selfless, and patient.

She is ebullient, playful, and crafty.

She is encouraging, comforting, and serene.

She is the same on the inside as she is on the outside. She is genuine… sincere… wholehearted.

She isn’t hard to describe at all.

It’s just hard to believe such a person really exists.

Someone filled with love.

Appendix - Biographical information

Born in Columbia, South Carolina to two chemistry instructors. 3rd of 4 children

Studied Education at High Point.

Met husband while working in Wilmington. Gerry at Camp Lejeune.

Moved to Raleigh. Two children and a miscarriage.

Odd jobs - Teacher, Librarian, Secretary, Reader for the blind.

Husband dies in 1977

Begins paper route. Then temp work with Upjohn as Nursing Assistant

Dating Mr. Pate.

Moves to Stanley in 1988 to care for parents.

Father dies in 1991. Mother dies in 1993.

Marries Ivan Purdham in 1997

A Fine Thing Too

{Prompt: As a child, did you have a special clubhouse? Hiding place? Fort?}

When I was five or six, I ran away from home. I remember it fondly… the parts that I do remember. After all, it was many years ago. I ran away from home, but I wasn’t angry. I think I was just ready to try out life on the road. I think I wanted to be a hobo.

Of course I told my mother I was running away. I needed her to help me pack my hobo-bag, a colorful bag on the end of a jaunty stick.

Or maybe it was just a lunch box.

Or a paper bag.

She must have included a few snacks (possibly some Fig Newtons or a peanut butter and jelly sandwich).

Maybe I had a comic book or a children’s book.

Or something to play with.

The contents of my hobo gear have been forgotten.

I’ve also forgotten whether I asked my mom for a ride. It seems like I walked, up and out of my neighborhood — up to Johnson’s Pharmacy, and left onto Fairview, then four blocks down to Hayes Barton United Methodist Church.

But that can’t be true, can it? Surely my mother wouldn’t have let me walk down those busy roads without supervision!

Still… I remember it that way.

On the other hand… maybe that was only my plan, because I knew the way by heart. We went that way every Sunday.

Maybe my mother offered to give me a lift to make the start of my hobo life a little smoother. That seems more likely. She probably dropped me off at the church parking lot.

I was planning to spend the night in the playground. I holed up inside of a big playground tunnel, made from a big cement drainage pipe.

It was designed for crawling through (about 3 feet long) or climbing on top of (about 3 feet high). I crawled inside and lay against the curved wall of the tunnel while propping my feet up on the other side.

It was a cozy little hideaway with a view of the fence-enclosed, wood-chip laden playground on either side.

I probably ate my Fig Newtons first.

Maybe I spent a little time on the swings.

Then I had my PB&J. (Or maybe I had some grapes.)

I might have done some thinking.

I was there for a few hours.

As the sky grew darker, the playground grew a little cooler, and I started to reconsider the vagabond life that seemed so carefree earlier in the day.

I think that’s about when I was bailed out of my life on the road. My Mom or my Dad showed up, as if they were just wandering by.

They asked me how I was doing. Maybe they asked if I wanted to stay. Maybe they asked if I wanted to go.

Whatever was said has been lost to history. What went without saying is what I could feel: “We love you, and we want you back.”

Over the years, my brother and I left the comfort of our house for various reasons.

My father built a treehouse for Mike and me (and the “treehouse club”). You had to be able to climb to become a member.

And a password was required for admission.

We squirreled away for an hour or two between lunch and dinner. We always came in when we were hungry.

We built forts out of sticks and twine, and tried living on the ground sometimes. Our little huts were usually flimsy and weak.

Once, we carved a little cave out of the limestone behind the A&P grocery, down at Glenwood Village. We were advancing our building and problem-solving skills.

Still, we headed for home when the sun went down. We were usually getting hungry by then.

When we joined the scouts, we learned to pitch a tent, connecting aluminum poles, driving stakes into the hard clay of the Piedmont, and erecting a nylon monstrosity.

We would spend the night… in the great outdoors… rain or shine.

We learned to pack useful items like sleeping bags and mats, clothing and rain gear. We learned to anticipate threats, like sunburn and poison ivy. We learned to read a map, to navigate, and most importantly, to communicate.

But for every outing, the best part… always… was the drive home, the return to comfort and coziness.

All this reminds me of a book, called Klippity Klop, by Ed Emberley, a book that might even have inspired my life of adventure. I could have easily taken it with me on my first outing.

It is a picture book of the adventures of Prince Krispin and his trusty steed, Dumpling, as they travel across varying terrains.

He goes off to fight a dragon, and then, as the book unfolds, Prince Krispin finds his way back to his castle and his comfortable bed.

He concludes that, “Going adventuring is a fine thing… But staying at home, that’s a fine thing too.”

Whether I ran away from home…

climbed up into a treehouse…

or tried to sleep in the great outdoors…

The best part has always been having a home…

a dinner…

a family…

and a bed.

Prince Krispin and Dumpling—heading off on their adventure.

Addendum: After reading this story, my mother revealed that when she heard of my plans to embrace the life of a hobo, she hastily contacted (using landline phones) other mothers, neighbors, and church staff on my route, and asked them to call her when they saw me passing by. She was keeping tabs on me the whole time but never said a word.

Preface - Life of an Innocent Bystander

This book started off as a series of stories written from a series of writing prompts, mostly submitted by my daughter, Jasmine, who gifted me a membership to Storyworth, on Christmas Day, 2025.

Being by nature an overachiever, and a list-making man, I frequently found myself going beyond the original vignette, with an exhaustive account… a diatribe of every experience that I have had in my life… even tangentially related to the original prompt.

But gradually I developed some good writing habits. I began to relegate that extraneous material to a sidebar, to an appendix, or (best of all) to another story altogether. I could take those interminably long stories and split them into two (or three), mercifully, shorter tales. I began to focus on the crux of the matter.

Then I realized that I could write the entire story as a block and sandwich it between an Introduction and a Conclusion. The parts of the story could be written after the fact, or completely separately.

Story structure. Who knew?

I discovered that the secret to landing upon a good story title often lay in keeping the (double) meaning of the title a secret until the concluding remarks of the story. So, I began to write the story to its conclusion before giving it a title.

I figured out how to add photos about 3 months into the project.

And I learned about the proper use of an em dash about 6 months in. I discovered that I had been using far too many semicolons, probably for most of my life. (I spent some time in animated discussions with Jasmine, bonding over the eccentricities of grammar.)

I tried to become less academic in the way I told my stories. I attempted, here and there, to show the reader how things felt, rather than simply telling them. I tried to develop some color in the stories — some immediacy.

I began to reread stories in the editing process, finding other ways to improve them. I could write the first draft of a story one day (or write an outline), rewrite a different story the next day, and use AI to proofread and finish still another story on a third day.

In short, I became a better writer.

*****

My storytelling improved with time. But still, telling a perfect story is hard. It is elusive.

Sometimes a beautiful story only happens by chance. A perfectly suited metaphor is hit upon. Or the subject is vivid and exciting. Or the story has greater meaning and personal significance than expected.

Perhaps there are four or five good stories in this collection.

 *****

This book is far from a finished project. It is really an example of a work in progress. You can see this in the way that the stories fail to connect one to the next, and in the wild eccentricity of their lengths and their composition styles.

But, at the very least, this collection will give my children (and my loved ones) a chance to understand how things were for me in my life — how I began to see and react to the world.

How much some things have changed. How much some things are still the same.

They should be able to see how young and foolish I was, and how long that youthful idiocy prevailed.

They should be able to see that their own youthful misadventures aren’t that dissimilar from mine.

Hopefully they will be able to see that they don’t have to be defined by what happens to them. They can be defined by what they do… for themselves and for others.

*****

At times my life was that of an innocent bystander… especially in the experience I had during the death of my father.

But I was also a bit of a bystander in the events that led to my Phase III hearing at NCSSM, when I was in the wrong place at the wrong time.

And I was a bit of a bystander as my life unfolded: during an ill conceived foray into engineering at Vanderbilt… as a Wolfpack fan at NC State University… as a study-abroad student at Flinders University… and an amusement park worker at Lightwater Valley.

But at some point I began to shed the cloak of invisibility and I began to take ownership of my life and my fate.

I chose a promising career path and pursued it.

I met people that cared and embraced them—people that mattered.

I took action. I did things.

I gradually turned from misadventure to adventure. I turned from youthful indiscretion to mature discretionary action.

I learned to take care of people who were themselves innocent bystanders — trying to prevent medical disasters that would create innocent bystanders in the fallout.

And I tried to become a model of resilience for my children to follow (though their mother is the best model of resilience you could ask for).

*****

For the most part, this collection covers the first 30 years of my life — from my birth to the birth of my twins. There are two or three stories about later days, but for the most part, the story of my medical career, my marriage, and the rest have not been included. Not because they aren’t important, but because they are too important to give short shrift here.

And after 1994, I am really a different person — no longer a child or a victim. I am no longer dealing with grief and academic concerns. I am dealing with real world concerns — working and parenting.

I’m no longer an innocent bystander.

Dedication

 This book is dedicated to my father, Gerald Fredric Gallup,

who tragically died in 1977…

my mother, Margaret Ann Gallup (née Whitesell),

who dauntlessly went on living…

and my brother, Michael Patrick Gallup,

who was an innocent bystander, like myself.

NCSSM Timeline (Preliminary)

9/1/1977 - Letter from Governor Hunt "to 200 prominent scientists and science-education administrators, requesting their advice concerning the need for a state-sponsored residential high school ....":

"I am deeply interested in improving the quality of science and mathematics instruction in our schools, and I am examining several ways to do so.  Among the ideas and of much personal interest to me, I am considering recommending a new state residential high school of science and mathematics, located on a campus of its own, with dormitories, excellent laboratories and equipment, classrooms, and other facilities.  Above all, such a school would entail a commitment to excellence.  We would expect rigorous adherence to high standards of performance.

I am writing you and several other scientists to ask if such a school is needed." 

 - Governor James B. Hunt, Jr.

[NCSSM Background Paper - Feb 1978]

10/7/1977 - Interim Summary Report: Responses received to Governor Hunts's Letter seeking advice concerning a residential science high school. (Revised 11/7/1977)   - A report regarding the establishment of a residential science high school in North Carolina. The document includes a copy of Governor Hunt's letter seeking advice about establishing the school, a list of individuals to whom the letter was sent, and copies of letters received in response.

Subject: Residential Science High School.  From Gene Namkoong and Quentin W. Lindsey.  To: Governor James B. Hunt, Jr., John Ehle, Eli Evans, George Herbert, Charles Winberry, Banks Talley

"Tentative Conclusions

If we may be so bold as to generalize from the response to date, the following conclusions appear to be emerging:

1. The concept of establishing a state-sponsored, residential, science high school appears sound.  We have, of course, sought council from a biased audience:  scientists are no doubt more inclined to support the concept than professional educators and various categories of non-scientists such as humanists, artists and so on.

2. Many respondents who support the concept, however, are deeply concerned with the danger of such a school becoming isolated from society, and of the students becoming a narrowly trained, snobbish elite.  These respondents fear that students could be guided toward becoming technical masters of the power of science without understanding the moral and ethical considerations that must guide their decisions in using this power for the benefit of society as a whole.  They also believe that positive steps should be taken to ensure that students of suh a school are trained to communicate effectively and to relate to non-scientists regarding what is expected of science.

3. Given the concept of creating a school that aspires to excellence, that will set high standards of achievement by example, and that is based on the proposition that science and mathematics are indeed of considerable importance to this and other societies, a form of elitism will inevitably flow from creating such an entity.  The only question remaining is what form of elitism should be fostered.  The form, it seems, will be determined largely by the principles in terms of which the school is organized and run:  the design of the entire curriculum, the procedures by which students are selected, the choice of the faculty, the location of the school and its interaction with its environment (including other institutions and organizations concerned with science), the question of how the school should relate to the existing educational system of North Carolina, the nature and extent of funding, and so on.

4. Support for the concept appears sufficiently strong to justify forming a small committee to proceed to deal explicitly with such issues as the above.  In doing so, it would be appropriate for the committee to follow up on many suggestions contained in the letters received--e.g. visit similar schools in the U. S. and perhaps in Europe, communicate in greater detail with a number of individuals, take appropriate steps in North Carolina to develop support, select a location, etc."

[NCSSM Digital Collections - Interim Summary Report.]

January to May 1978 - Governor's Planning Committee established.  Meetings held in each of the 8 educational districts of the state.  [Planning Committee Recommendations, July 1978]

February 1978 -  Letter sent to Superintendents, Principals, Science and Math Teachers across the state of  North Carolina.

 "I am deeply interested in improving the quality of science and mathematics instruction in our schools, and I am examining several ways to do so.  Among the ideas and of much personal interest to me, I am considering recommending a new state residential high school of science and mathematics, located on a campus of its own, with dormitories, excellent laboratories and equipment, classrooms, and other facilities.  Above all, such a school would entail a commitment to excellence.  We would expect rigorous adherence to high standards of performance.  It would be a state school, free of tuition, for perhaps 500 to 1,000 North Carolina boys and girls."

[NCSSM Background Paper - 2/17/1978]

3/2/78 Gov. Hunt considering creating a steering committee for NCSSM [News & Observer "NC may build high school for science, math" Rob Christensen]

5/8/1978 - Recommendations of the planning committee to the governor.

"Establishment of the School

The Committee recommends that steps be taken to establish the North Carolina School of Science and Mathematics.  The most compelling reason for doing so is that creative excellence in science and mathematics is a worthy goal in itself.  

The facts are, however, that excellence also underlies such practical needs as more and better jobs, better living conditions, development of new and abundant sources of energy, and other advances -- all of which are of great significance to North Carolina and to the nation."

[Planning Committee Recommendations, July 1978]

5/23/78 - Supplement to the Recommendations of the Governor's Planning Committee - May 23, 1978

Introduction

"...Throughout this document the name, "North Carolina School of Science and Mathematics," will be used to identify the proposed residential high school concentrating in science and mathematics. The Committee arrived at this suggested means of identification late in its deliberations. But for convenience and to avoid confusion, the name agreed upon on May 8 will be used throughout the report."

Alternatives to the Residential School

"Some have contended that expanded summer programs with universities and with industry, and the establishment of more "Governor's Schools for Science and Mathematics," would be more cost effective than a residential high school concentrating in science and mathematics....

The position of the Planning Committee is therefore that we need an array of learning situations to meet the needs of students....

But beyond this effort, we must also face the fact that there are some very highly talented students with aptitudes for science and mathematics, particularly in our more rural counties, who are not being challenged by our present school system.  Some of our future leaders in science and mathematics are likely to be among these students.  We believe the School [of Science and Mathematics] will begin to meet their needs.

William Dunkum, city-wide chairman of the science and mathematics program of the T C. Williams High School in Alexandria, Virginia, provided testimony that the Committee considered quite relevant:

'The gifted student is most likely to benefit from a total program of studies in a competitive setting which provides continuing stimulation not just in class settings but outside of class as well.  I know of no public school which provides such a program or such a setting.  Consequently, the possibility of a residential public high school appears a well thought-out opportunity for meeting the real needs of gifted students.'"

Contents

Reasons for Establishing the School: The Need for the School; Importance of Science and Mathematics; The Cost of the School.

Consideration of Reservations Expressed: Competition for Funds; Draw Best Students and Teachers Away; Alternatives to the Residential School; Taking Students from the Home; Concern with "Elitism"; Organization of the School.

[Planning Committee Recommendations, July 1978]

6/16/1978  Ratified bill of the General Assembly of North Carolina.  Chapter 1219 - Senate Bill 971 - Supplemental Modifications 1978-79 Budget - Part V, Section 42. Article 38E. 115-315.30 Establishment of North Carolina School of Science and Mathematics. --The North Carolina School of Science and Mathematics is established to be governed by a board of trustees described in this Article;...

7/13/78 Durham County Hospital BOT considers committing Watts Hospital property to NCSSM [Herald-Sun "Watts a Possibility? Math School Mulled"]

7/14/1978 - Letter (and press release) from Governor Hunt to the citizens of North Carolina, regarding NCSSM.  

"Dear Citizen:

North Carolina is committed to excellence in education. As a demonstration of what is possible, the General Assembly on June 16, 1978, provided for the establishment of the North Carolina School of Science and Mathematics.

North Carolina, as does other states, recognizes the urgent need for improving the quality of instruction in our public schools....

The list of present North Carolina efforts to improve elementary and secondary education is long and impressive....  In the fields of science and mathematics, however, the complexity of our technological age is such that a special step must be taken in order to excel.  Establishing the North Carolina School of Science and Mathematics is this special step.

This residential high school will be of outstanding caliber, with rigorous adherence to high standards of performance.  It will include a full curriculum and outside activities in addition to concentration in science and mathematics.  Although enrollment will be limited to no more than 900 students, the School will lead the way toward improvements in science and mathematics instruction throughout our public education system.  Graduates of the School will emerge, over time, among the leading scientists and mathematicians of the world.  From the experience of operating the best school of its kind in this nation or any nation, we will master those methods of teaching that will inspire excellence in mathematics and science in all North Carolina Schools.

I invite your participation in our planning.  We seek your advice and suggestions.  We need your help and support if, together, we are to succeed.

-Sincerely, James B Hunt Jr.

[Planning Committee Recommendations, July 1978]

7/14/78 - The North Carolina School of Science and Mathematics (Planning Committee Recommendations)

Recommendations of the Planning Committee to the Governor (May 8, 1978)

Some Considerations Regarding Relationships to the public school system, higher education and industry.

Some Notes on Curriculum and Character Development - as submitted by William Dunkum (Chairman of the science and mathematics program of T C Williams HS in Alexandria, Virginia.

"A residential high school for the gifted supported by public funds should be modeled along the lines of a coeducational (or at least coordinate) private school in which the dual goals of academic development and character development are dominant.  The unusual nature of such a school would come directly from the school's having only scholarship students.  Such a school would be in the best tradition of Jeffersonian Democracy.

And in such a tradition, the school should teach both academic subject matter content and the character to use such knowledge with a sense of responsibility for the consequences. No more urgent questions of technical education exists than that of how to fit together, and within a limited period of time, sufficient training in the techniques of knowledge to permit their applications at the limits of such knowledge, and sufficient study in the arts of rationality and thoughtfulness to enable those techniques to be applied with wisdom.  It is not enough that an engineer should be able to construct a bridge.  An engineer must give some thought to whether the bridge should or ought to be built at all.  And such thought requires a wider base in one's education than simple training in techniques.

This dual aspect to education -- learning both knowledge and wisdom -- is especially necessary in the education of the gifted and talented in mathematics and science.  Such students, when adults, are most likely to be the ones applying the advanced techniques of a technical civilization to the solution of its problems.  They are the ones most likely to be directing the development of that civilization.  And they are the ones who ought not to direct that development without thought to the longer range consequences of their work, or without a sense of the limitations which exist in the applications of purely technical solutions to the problems of social development.

Hence, the educational program of a residential high school for the gifted must make provision for more than the development of technical facility.  It must aim also at developing the humanity of the students in its charge.  The pride of certainty that scientific studies produces in the young must be balanced by the humility of doubt that addressing harder questions brings to the old.

The only proper technical education is a liberal education; and education which aims at placing demands on more than the merely mental aspect of the human being; an education that expects the student to acquire the art of rational discourse along with the science of calculus; an education that admits that the student's future is uncertain as to a career and which seeks to arm the student with more than just the tools of a profession; an education that establishes a broader base of skills, and thoughts, and interests on which one builds a successful life."

Selected Comments Regarding the School and its Goals

[Planning Committee Recommendations, July 1978]

July 1978 Flaming Diaper Logo - 1st appearance.  [Planning Committee Recommendations]

9/12/78 - Durham County Board of Commissioners support proposal to bring NCSSM to Durham and Watts Hospital campus [Herald-Sun "County Board Backs Offer of Watts for NC School" Lou Bonds]

September 1978 - The Durham Proposal.  Detailed proposal regarding Watts Hospital property and buildings; and the city of Durham.  [Durham Proposal for the NCSSM]

3/22/79 Joint NC Legislative Appropriations committee approves $3.3 million in funding for first two years of operations of the NCSSM. [Durham Sun "Money approved to start state school" Charles Jeffries]

5/30/79 Watts renovations stalled pending State budget approval.  [Durham Sun "Work on School is At Standstill" Charles Jeffries]

6/22/79 NCSSM BOT announce selection of Charles Eilber to be the first Director of NCSSM. (Selected by BOT on 6/21/1979) [New & Observer "Director appointed for science school" Monte Basgall]

July 1979 Charles and Carol Eilber move to Durham to help establish NCSSM. [Dialogues Vol. 1, No. 1]

7/5/79 Charles Eilber "reported for duty". [Interim letter to the BOT - August 1979]

July 1979 - "Development and Fundraising" - Charles Eilber meets with David Ross, "our fund raising counsel". "Physical Facility Needs" - 28 Architect firms reduced to 8 by sub-committee, tour campus, and then give presentations on Aug. 2nd.  Three firms submitted to the NC Capital Building Authority, for selection for the contract. 

"Staff Procurement" - "Advertisements have been run in all North Carolina daily newspapers, The New York Times, Science Magazine and the Chronicle for Higher Education for three Deans and for various other supporting positions.  As you would expect, we have hundreds of applicants, and are underway in our screening and selecting process."

"Student Recruitment" - Plans to speak and spend the day at the Governor's School in Winston Salem.  "Budget Refinement" - GA approved funds broken down into line items by Borden Mace. "Professional and Community Relations" - Meetings with Dept. of Public Instruction, NC Black Caucus, NC Superintendants and Principals, and NC School of the Arts. 

[Interim Report (of Director to the BOT) August 1979]

August 1979 - Architects Terry Dalton and Ronald Morgan of Charlotte chosen "to develop a master pan and architectural services for the first stages of renovation and construction..." [Director's Report to BOT September 1979]

8/24/1979 - "Title to the property was passed from the Durham County Hospital Authority to the State on Friday, August 24. Borden Mace and I have assured the Hospital administration and Board of our intention to cooperate fully in the transition of the use of space presently occupied by the hospital and Duke University, consistent with meeting our needs to have facilities ready for the School to open in September, 1980." [Director's Report to BOT, September 7, 1979]

9/7/1979 - Report to the NCSSM BOT - "In reviewing these past two months one impression stands out from among many that have arisen in the course of interesting events and meetings.  It is that there exists a volume and intensity of interest in, and support for, this School that is beyond any that I could have anticipated.  Letters, telephone calls, office visits, invitations to lunch, questions, applications, and many, many good wishes have been a great source of inspiration and satisfaction for me."  -Charles R Eilber, Director. 

"By November 15, I plan to have the process underway to recruit and select students for the School.  About that same time the first steps in recruitment of teaching and student personnel services staff should begin, and planning of the instructional and residential life programs also should be underway.

To get the broadest possible input on these matters from citizens and educators throughout the State, I am planning a number of activities...." including to "seek the assistance of the eight Regional Educational Centers"; hold a "meeting of a proposed Minority Advisory Council"; and "plan a similar meeting to establish an Advisory Council on the inclusion of women staff and students". - Charles R. Eilber, Director

Addendum to report to the Board of Trustees:  1. Recommendations for Student Fees for 1980-81  2.  Recommendations for Composition of the Student Body  3. Tentative Calendar for School Year 1980-81  4. Hiring Procedures  5. Professional Summary for Michael E. Collins, Dean for Student Personnel Services  [Director's Report to Board of Trustees, September 7, 1979]

9/7/79 - Director recommends a tuition of $400 per students.  Director recommends a decrease in the inaugural class size from the "300 to 500" stipulated by the statute, to 150 students. [Director's Report to BOT, September 7, 1979]

9/7/79 Michael Collins appointed Dean of Student Personnel Services by NCSSM board of trustees.  [Durham Sun "First Dean Named to Science School" Charles Jeffries]

9/8/79 NCSSM board of trustees decides to make tuition, room and board free. [Durham Sun "State Students at School will go Free" Charles Jeffries]

9/24/79 NCSSM sign (and staff) are on Watts Hospital campus [Durham Morning Herald - "Signs of Watts Hospital Slowly Disappearing" - Henry Wefing]

12/7/1979 - Director's report to the BOT

"I am pleased to present this report to you on progress of the organization of the School to date and on plans for the months ahead.  At this point the most challenging administrative duty is to keep the planning moving along in such a way that no one of the many aspects gets too far ahead, or too far behind, the others, but that they move somewhat parallel. The interdependence of staffing, budgeting, preparing facilities, admitting students, planning curriculum, and communicating with our many public, requires such parallelism.  Everything must come together in September 1980.  So are [sic] our plans are working that way, and I am confident that they will continue to do so." - Charles R. Eilber

2/16/80 Application process completed [Herald-Sun "Pupils can apply to special school" Carol Thomas (Jordan HS)]

2/19/80 Over 500 applications received for 13 teaching and admin positions at NCSSM (Bonna Robbins) [Herald-Sun "500 apply for 13 posts at NC science school" Paul Brown]

2/22/1980 - Deadline for Applicant nominations (and parent/student permission forms)  [NCSSM correspondence from 1980] (913 nominees processed.)

Spring 1980 - NCSSM Applications - Transcripts.  Early SAT testing.  Interviews.  Raven's Progress Matrices (IQ) testing

3/22/1980 SAT testing - Verbal 550. Math 710.

4/19/1980 - "Math School Begins Tests"  Tests and interviews of 886 NCSSM applicants. 

"In Raleigh, 180 students from 14 counties will be interviewed from 8 a.m. to 5 p.m. at Carroll Junior High School."

"Parents will have an opportunity to discuss the school with Eilber at the Raleigh session. Admissions head Ola Stringer also will be available to answer questions regarding the sleection process."  [The News and Observer - Triangle Area Briefs,  "Math school begins tests" April 19, 1980.]

5/4/80 Cecily Selby named Dean of Academic Affairs of NCSSM [News & Observer "Woman named academic dean of math school"]

5/17/1980 "Semifinalists for school meet teachers"

"The N.C. School of Science and Mathematics hosted Saturday 225 semifinalists competing for 150 places in the school's first class."

"...The students who attended were among 236 semifinalists selected from 900 nominees for the school."

"Charles R. Eilber, the school's director, announced Friday the school's core faculty: Ross Baker of South Carolina, instructor of biology; Charles Britton of Kingsport, 

Tenn., instructor of physics; Dorothy Doyle, instructor of mathematics; Donald Houpe of Virginia, instructor of languages; Joe Liles of Wadesboro, art instructor; Jacqueline Meadows and Virginia Wilson, instructors of social sciences; Jon Miller, instructor of English,and Ama Shabazz of Durham, instructor of English and French."  [News and Observer article - undated]

5/22/1980 - Selection committee designation of finalists and alternates.  [NCSSM correspondence from 1980]

June 1980 "150 students named to attend mathematics school in Sept."  First 150 students names announced.  [News and Observer clipping - undated]

9/1/1980 "Science Math Hi: Wake has five in cream of crop" Front Page  [The Raleigh Times - 9/1/1980]

9/2/1980 - Opening Day at NCSSM?

9/7/1980 - Renovations not quite complete for entering class of 149 students. [Herald-Sun "And here they are - the Alpha class" Paul Brown]

10/3/1980 - Hanging Rock camping trip.  2 and 1/2 days trip.  Chaperones: Dean Collins, Joe Liles, Andy Minnis.  Students: Karen Angell, Tom Glesne, Joe Hall, John Humphrey, Scott Johnson, Clovis Perez, Shauna Tilly, Anita Warner, Polly Weister and Michelle Zimmer.  [Dialogues Vol. 1, No. 1]

10/6/1980 - 10/11/1980 Dedication Week

10/8/1980 "On October 8, Mike Smith, North Carolina's Space Shuttle Pilot-in-training, a native of Beaufort, was on campus to talk about careers in science." [Dialogues Vol. 1, No. 1]

10/10/1980 & 10/11/1980 Presentations and seminars for science and math teachers from across the state. [Dialogues Vol. 1, No. 1]

10/11/1980 - Dedication Day Ceremony

"Dedication Day, October 11, 1980, was a day of celebration at the North Carolina School of Science and Mathematics. Even the traditional moments of formality had an untraditional air of jubilation.  The ceremony marked more than a beginning.  It concluded three years of planning and it brought overwhelming confirmation of the General Assembly's decision to authorize the school.  Praise came from U. S. Secretary of Education Shirley Hufstedler, who made a 6,000 mile detour to give the major address and to call nationwide attention to North Carolina's leadership in meeting the needs of gifted and talented students.  Praise also came from the private sector in the form of gifts totaling $2.1 million.  Governor Hunt called the pledges "investments in genius."

Other speakers recalled the investments in time and effort that had brought the school into reality. Lt. Governor James Green congratulated all who had worked toward this special day, particularly Senator Kenneth Royall for his tireless effort in guiding the bill through the legislature.  Dr. William Friday, too, stressed the cooperation that had gone into establishing the school and offered the continuing cooperation of the University of North Carolina system to students and staff.

It was a special day, too, for the 150 students who had been willing to take a risk--leave home and try an entirely new venture--and an equally special day for the families who had encouraged them.  Most felt they had learned in five short weeks that they had made the right decision and learned how important a decision it had been.

Secretary Hufstedler emphasized the importance of providing a challenging education for the nation's outstanding young people.

'...the occasion today is more than an opening of a school, albeit a very unusual school.  It is the beginning of what I hope will be a national response to a fundamental problem.  I made the trip because this ceremony today is an event of national and international significance.'

'To an extent that few Americans realize, our prosperity and our place in the world have depended upon our superiority in mathematics, science and engineering.  That superiority is eroding'

Governor Hunt in his remarks paid tribute to many who had made the shool a reality--those who had guided the bill through the legislature; the descendents of George Washington Watts and the County of Durham, whose philanthropy had made possible the gift of the Watts Hospital campus to the school; Dean Colvard, F. Borden Mace and Charles Eilber, who had put the school together and established a climate of stability in the rubble of renovation; and the students who were able to overlook the inconvenience and enjoy a new and exciting experience.

The word he used most was "partnership'--the collaboration of public and private sectors that he is convinced is the key to progress.

When Dewey Scarboro, Chairman of the Durham County Commissioners, presented the deed to the 27 acre campus to Charles Eilber and when Governor Hunt presented the Great Seal of the State of North Carolina to Dr. Dean Colvard, a full week of dedication activities ended and a new era began.  As Charles Eilber said in his remarks, "A school is people, let us begin the process of living and learning.""

[Dialogues Vol. 1, No. 1]

10/11/1980 Threshold Campaign - Joseph & Kathleen Bryan - $1 million.  R. J. Reynolds Industries - $500,000.  IBM Corporation - $250,000

10/24/1980 - Vol 1, Number 1 of The Weekly Rag. Subsequently called PDA - The Public Display of Announcements. Editor - Saralyn Hawkins

10/24/1980 - Haunted House - Scott Johnson

"Working within a generous budget, the crew has assembled an excellent Haunted House on the third floor of the Main Building which will be open on Friday, Oct. 24 from 6:00 to 8:00 pm."  [PDA 10/24/80]

10/25/1980 - Halloween Dance - "On Saturday, Oct. 25, after spending a good part of the day taking PSAT's, the students will be able to party at the costume dance being held in the Rec. Room of Wyche House.  Not only will there be good music, bot good food and good company---and good pizza if you win a prize for your costume!"

10/25/1980 - Intervisitation Trick or Treat - "Early Saturday evening, intervisitation will be allowed from 7:00 to 8:00 so everyone can go Trick-or-Treating in the other dorms.  Remember, girls can go to the guys' dorms from 7:00 to 7:30, and then the guys to the girls' dorm from 7:30 to 8:00.  At 8:00, the dance will start.  Wear some unique costumes!"

10/31/1980 - Yearbook preparation - Willis Morrison Myles, Jr.

"We are now preparing the first yearbook for NCSSM.  If you are interested in buying a yearbook then make a $5.00 deposit on your book.  If you do not pay this deposit by December 1, 1980, you will have to pay an additional fee."

10/31/1980 - Sports recap

Intramural Flag Football - 4 teams.

Womens Volleyball - 2 teams. Recreational League at the Edison Johnson Center every Monday night.  "The players include Sarah Lewis, Shelley Lineberger, Naomi McCormick, Beverly Robinson, and Yvonne Slavich for Team One, and Teri Bufmeyer, Carmen Dietrich, April Hardison, Vicki Tatum, Janeen Vanhook, and Tonya Weathersbee for Team Two." Coaches - Kathy Benzaquin and Branson Brown

Cross Country (Interscholastic) - "The team includes Douglas Appleyard, Sean Cambell, Brad Ives, Henry Kuo, Robert Lee, Ken Murphy, Keith Promislow, and Percil Watkins."

[PDA 10/31/80]

11/5/1980 NCSSM Chess Club "Slave Auction" fundraiser - Sean Cambell

"Where were you Wednesday afternoon between 4:00 and 5:00 p.m.?  If you weren't in the library then, you missed the excitment [sic], the cheers, the high point in the life of NCSSM's chess club---the slave auction!  Organized by Sean Campbell, president of the chess club, the successful slave auction raised over two-hundred dollars to be used to buy chess clocks, boards, pieces, and books.  Over twenty students and faculty volunteered to be auctioned off and the buyers signed contracts guaranteeing two days of servitude ranging from doing laundry, cooking meals, cleaning rooms, and running miles!  The guys who were bought will work their two days on Monday and Tuesday whereas the girls will work on Wednesday and Thursday and by Friday, the "slaves" will be free.  All in all, the auction was a highly enjoyable activity as well as a successful fund raiser for the chess club and it was appreciated by all---except for, maybe, the slaves..."

[PDA 11/7/80]

?11/1/1980 - Flag Football versus NC School of the Arts. In Winston Salem

"An unusual game of flag football was played between two all-star teams: the North Carolina School of Science and Mathematics all star-team & the School of the Arts all-star team.  The game was played at the School of the Arts in Winston Salem, and support was evident for both teams.

The NCSSM all-stars played well against the N.C. School of the Arts and defeated them 7-6 in overtime.

The most valuable player (MVP for NCSSM was Robert Emory for his brilliant defensive performance.  Emory stunned the quarterback by grabbing 9 flags behind the line of scrimage [sic].  Two of these were grabbed during overtime, and virtually assured the NCSSM team of victory.

The members of the NCSSM all-star team were Willie Miles, Thomas Gilchrist, Curtis Adair, Rodney Robinson, Gary Steele, Robert Emory, Henry Kuo, Alex Reinberg [sic], Sean Cambell, Steve Gallop [sic], and Joe Blunt."

[PDA 11/7/1980]

Prior to 11/8/1980 - Vote and selection of the school mascot - NCSSM Unicorns.

11/8/1980 - "Homecoming" football game

"On Saturday, November 8th, the NCSSM Unicorns played in a homecoming game against the North Carolina School of Arts Pickles at the Duke Intramural Field.  The crowd for the Unicorns was outstanding. As Kathy Benzaquin stated, "It was a great turnout, almost 100% participation."  The cheerleaders had the spirit flowing at the sidelines from the beginning to the end.  One of the cheerleaders had a bit more attention then the rest of them.  His name was Eugene "Barbara" Murray.  He was heard saying that "If I can't play, or be a referee, I might as well practice my cheers for the Powderpuff Game."  The crowd of students advisors teachers, and parents were as enthusiastic as the players themselves.  The Pickles consisted of both high school and college students.  The Unicorns were made up of 17 fantastic football players:  Johnny Adams, Keith Beasley, Brad Bennett, Richard Everette, Tom Glesne, Bart Houck, Scott Johnson, Henry Kuo, Robert Lee, Rodney Robinson, Eric Roush, Gerry Sherman, Butch Sigmon, Gary Steele, Richard Troutmen [sic], Percil Watkins, and Tommy Yadon.  Although the game ended with a score of 27-21 in favor of the Pickles, our team played a very good game.  This was the first Homecomin, and definitely not the last.  Branson Brown, one of the referees, said that he "had several students from the School of the Arts say that they want the Homecoming to be a yearly event."  The game ended with the crowd fiving one more cheer entitled "WE LOVE YOU UNICORNS!""]

[PDA 11/14/80

11/9/1980 - Rock climbing trip

"The Outdoor Club is sponsoring a one day trip this Sunday to Hanging Rock State Park.  All spaces have been filled.  If you are on of the 14 who have signed up for it, please contact Polly Wiester as soon as possible."

11/15/1980 - Powderpuff Football Game  Female students vs. female staff at 2:30 pm at Walltown Park.

11/21/1980 - Student government organiztion matters decided [PDA]

?11/22/1980 - Talent Show - Organized by Crystal Hunter

MC Zach Smith

Judges - Andrea Wisner, Herman Goins, and Joanie Brown (&co).

Winners - Tie - Michelle Little who sang "Jesus Christ is the Way" and Yvonne Slavich who sang "Out Here on my Own". [PDA 12/5/80]

12/5/1980 - Surprise Baby Shower for Joanie Brown (Wyche House) Rec room.

12/12/1980 - 12/16/1980 Christmas Carol fundraiser for the Outdoor Program club.  [PDA 12/12/80]

12/12/1980 - 12/19/1980 Class Ring ordering from Josten's

December 1980 Intramural Basketball at EK Poe gymnasium and Wyche Hall parking lot. [PDA 12/12/80]

12/21/1980 Brenen James Brown born to Branson and Joanie Brown, at 2:05pm. 9 lbs and 6 oz. [PDA 1/16/81]

January 1981 Ping Pong Tournament [PDA Vol. 1, No 9]

February 1981 Chris Loftis performance [PDA Vol 1 No 10]

3/7/81 - Jump Rope for the Heart fundraiser [PDA Vol 1 No 12

5/2/1981 Junior Prom - Morning is Broken.  Duke University Student Union Ballroom

May 1981 PDA lists unofficial clubs, including 4C  "The 4-C, which is no more, still exists in the mind and body of Hill House.  The girls appreciate all that the 4Cs did for them-everything from the pingpong tournament, football frisbee to the telescope and the 6-foot grinder, etc.  But unfortunately, due to pressure from above and below, they were disbanded as (in the words of 4C) "scape goats". The 4L doesn't exist except Thursday afternoons." [PDA Vol 1 No 16]

5/30/1981 - Closing Ceremony of 1st year.

Wind Ensemble.

Processional.

Welcome - Beverly Robinson

Presentation of Freedom Shrine - Durham Exchange Club.

Remarks Student President Chip Tillman

Remarks Director - Charles Eilber

Dedication of Joseph and Kathleen Bryan Living and Learning Center - Sen. Kenneth C. Royall, Gov. James B Hunt

Tree planting.

Farewell.

7/10/1981 Parent Student meeting to review the year. With Dean Michael Collins.

9/12/1981 Phase III hearing

10/24/1981 Invitational College Day

3/29/1982 - 4/2/1982 Murphey to Manteo.  Special Projects week. Trip across the state with John Armitage, Robert Lee, Simon Verghese, and Steve Gallup

5/9/1982 First Hill Cookout

"We, the awesome members of First Hill do invite you to an event of the first order: a steak cookout to be perpetrated at Eno Valley. 1:30 -8:30 Sunday, May the Ninth 1982"

[Printed invitation]

May 1982 - Junior/Senior Prom. You've Got a Friend.

6/12/1982 Commencement

Prologue: Reflections

In early October, in the North Carolina piedmont, it's hard to tell sometimes if the glory of Autumn has finally begun; or if the dried brown and ochre leaves littering the ground have simply exhausted all their resources from months of exposure to withering summer temperatures, and then the final blows of the buffeting wind and pelting rain of  hurricane season. 

As the stifling heat and humidity of summer eases; and the crisp and cooler atmosphere of Fall succeeds; these dried, crinkled, and browning leaves lie upon, and sometimes completely cover the trails and greenways on the outskirts of the city; those trails and greenways that follow the meandering creeks and rivers, and bluffs and woods, of the forested land that remains relatively untouched by development.

When I was a boy, I would explore the creek at the bottom of our neighborhood, thinking only of the adventure of expanding the limits of my known universe; winding my way upstream, or downstream, according to my whim; hopping from rock to root, or jumping an eddy in the creek, until the heat of the day started to drop, and I realized that the sun was setting.  Sometimes I returned as I was being called for dinner; but more often I returned to face a scolding for wandering outside of earshot, and allowing the dinner to go cold. I had no fears, no regrets, no worries, and no expectations.

Now, I follow a well worn path, not far from home, up the trail of the Swift Creek Nature Conservancy; shaded by dappled sunlight which has passed through the leaves of towering beech and hickory, and an understory of ironwood, sourwood, and magnolia.  I'm accompanied by my daily companion, a three year old collie named Maggie. She sees the trail more like I did in my youth, free and wild; although she has the good sense to remain close at hand, even when allowed to wander into the underbrush or down the banks of the creek.

I'm retired ; and I have the benefit of unharried and nearly unlimited time.  In the sanctuary of a natural habitat, I can be hypnotized by the ambient sounds of rustling leaves in a gentle breeze, chirping frogs and twittering birds. I can be mesmerized by the picturesque distribution of wildflowers, ferns, shrubs, and trees; or the branching patterns of  limbs, twigs, and leaves. 

I find myself reflecting on the recent events of my 40th high school reunion, and the distant events, of the opening of the NC School of Science and Math. 

In 1980, over a hundred teenagers from across the state, from every walk of life..., diverse in every way..., made the audacious choice to leave their homes, and their home schools, for a residential high school in Durham. They were given the opportunity to "accept the greater challenge".*  For one reason or another they each decided to leave their comfort zone for the promise of adventure, for the prospect of something different.  

They really didn't know what they were getting themselves into.

The state of North Carolina made an unparalleled investment in academia; renovating the historically significant, but abandoned Watts Hospital in northern Durham; breathing life into it by hiring a pioneering faculty and staff; and then recruiting a student body of such talent and potential (and loyalty) that the state would surely reap rewards in the future.  They hoped to encourage "the best and the brightest" to stay; attend college in the state; find jobs and establish businesses; and eventually bring some prosperity back to the state where their education began.

They really didn't know if it would work.

*("Accepting the greater challenge" is now the school motto - "Maius Opus Moveo").

Hello

Hello everybody. Just tuning in.