Exemplar Student Response

April 15

Charlie’s intelligence is growing more and more each day. As his former teacher, I know it is important to continue his
learning, but it is difficult to determine how best to help him. This is such a new experiment and the outcome is
completely unsure. Once Dr. Strauss gave me permission to teach Charlie lessons at the laboratory, I was excited to be a
part of his life again. Then I saw all the different things they are asking Charlie to experience, and realized how
experimental everything is. This makes me extremely nervous. Charlie is a human. He may not be smart, but he is kind
and good and hard working. Charlie wants nothing more than to be like those around him. Charlie is always good
natured and willing and continues to reach out to be friends with those around him. While he may not have school
smarts, Charlie definitely has people smarts. Charlie knows how to connect with others despite their treatment of him.
So, this experiment worries me. Will it change Charlie? Will he be the same kind person he was before the surgery?

When I first saw him after the surgery, he seemed upset with me, like I hadn’t been there to support him. Did the
experiment already change him? Then he said, “Don’t worry, Miss Kinnian, I’m not smart yet.” What a relief! Charlie was
still the same Charlie. I replied, “I have confidence in you, Charles. The way you struggled so hard to read and write
better than all the other students in my class. At worst, you will be smarter for a little while and you’re doing something
for science.”

I don’t want to alarm Charlie, but I am very worried about what will happen to him. I feel protective of him and want to
make sure he doesn’t get hurt. While I shared the worst that could happen with him, I don’t believe that myself. The
outcome of this is so uncertain. I must not let Charlie see my fear, though. That would make him lose focus, and I want
to make sure Charlie stays focused on doing everything he can to come out of this experiment a better person.

I’m teaching Charlie to spell and use punctuation. We are reading Robinson Crusoe. It is a difficult book, but Charlie is
reading better each day. He is also starting to ask questions. He has never done that before. Charlie always accepted
what happened to him. I’m very proud of this new development.

Then Charlie showed me his progress reports from earlier in the experiment. I read entry after entry about how Joe and
Frank from work make fun of him. In the latest entry, Charlie described getting drunk and lost and a cop had to bring him
home. I told Charlie that he was a fine person and would do good and show everybody how fine he is. He seemed so
confused by my support and he even defended Joe and Frank. These are grown men who are purposefully bringing
around someone less intelligent to take advantage of him. It is disgusting and upsetting. I care deeply for Charlie. How
can people be so heartless? I couldn’t take it any longer and had to leave the room. I didn’t want Charlie to see me
upset. Again, I want to protect him, and if he knows I’m upset, it could interfere with his progress. I must make sure he
makes it out of this experiment a better person.

Grade 8: Flowers for Algernon