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Remembering the frantic little boy with strawberry blond hair who didn't say boo

Nonverbal (though he could talk)
most of his responses
happened to be witnessed
as his characteristic
and courtesy enigmatic
trademark shoulder shrug.

If born free and clear today
skilled professional diagnosticians
employed within the mental health field,
would probably unanimously agree
he met criteria
as high functioning autistic spectrum
predicated upon withdrawn
and introverted behavior classic indications
after observing him in the classroom
just another brick in the wall.

As a baby boomer gifted with mental block,
versus my younger sister,
who experienced blessed with smarts,
(she enrolled in the equivalent
of advanced placement courses
throughout her 1979
senior year at Methacton High School)
as an exceptionally smart kiddo
in retrospect, I on the other hand
would designate myself
at the other end of the scale,
nevertheless few and far between
alternative options existed
for the girl or boy who exhibited
an evident struggle
(case in point yours truly)
difficulty comprehending, taking notes,
and effective time management,
to identify a few helpful skills
to succeed at established curriculum,
hence the opportunity
other than Saint Gabriels,
located in Audubon, Pennsylvania,
a residential program for male youth,
which closed in October 2020
housing those being
designated incorrigible and truant
subsequently relegated
as lumpenproletariat,
progressive ideas as alternative
to traditional teaching and learning paradigm
such as being homeschooled did not exist,
but among those deemed functional
with potential receptivity for learning
special ed students held singular option
a collective term fostering a stigma
instructing those described
as developmentally delayed, id est
cognitively, intellectually,

or organically challenged,
thus public, parochial, or Quakers,
also known as the
Religious Society of Friends school
only choices available to parents
or legal caretakers responsible
for the welfare of a minor existed,
hence Matthew Scott Harris suffered brickbats
when boarding the bus, sitting stock till
at assigned child unfriendly desk

to skadaddle under
when getting drilled with duck and cover
a civil defense measure,
primarily associated with the Cold War,
designed to protect individuals
from the effects of a nuclear explosion
involving quickly dropping to the ground
and shielding one's head and neck,
ideally under a sturdy object
like a desk or table.

The phrase also refers
to the drills and educational films
used to teach this technique
to schoolchildren and the general public.

How farcical and laughable
to maintain a ridiculous premise
believing humans to be indomitable
that by taking shelter under cover
of a measly solid object
he/she would be free of radiation sickness
proffering a false sense of security
in the event of unleashed atomic bombs
one would be safe and secure
from the fallout after a nuclear explosion
releases various types of radiation,
including gamma rays, neutrons,
and ionizing radiation
emitted both during the initial detonation
(prompt radiation)
and as residual radiation
from radioactive fallout.

About This Poem

Style/Type: Free verse

Review Request Direction: What did you think of my title?
How was my language use?
What did you think of the rhythm or pattern or pacing?
How does this theme appeal to you?
How was the beginning/ending of the poem?
Is the internal logic consistent?

Review Request Intensity: I want the raw truth, feel free to knock me on my back

Editing Stage: Editing - polished draft

About the Author

Region, Country: PA, USA

Favorite Poets: Robert Burns, Charles Dickens, Robert Frost, Matthew Scott Harris, Henry Wadsworth Longfellow, Sylvia Plath, Gary Snyder, Henry David Thoreau, Walt Whitman

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Comments

neopoet

neopoet

3 months 1 week ago

Neopoet AI [2025-04]

The below is a computer-generated response from Neo, Neopoet’s AI:

This poem undertakes a complex and ambitious exploration of personal history, neurodiversity, and the educational and societal frameworks that shaped the speaker’s childhood experience. The narrative voice conveys a reflective, somewhat critical stance toward the systems that failed to accommodate difference, particularly in the context of mid-20th-century schooling.

Strengths to consider: - The poem’s detailed, almost documentary style lends a weight of authenticity and specificity to the speaker’s memories and observations. - The juxtaposition of personal struggle with broader social and historical references (e.g., Cold War duck and cover drills) enriches the thematic texture, linking individual experience to cultural moments. - The use of technical language related to autism spectrum diagnosis and radiation science creates an interesting tension between clinical detachment and emotional resonance.

Areas for further development: 1. **Structural clarity and pacing:** The poem’s long, flowing lines and dense information sometimes make it challenging to follow the emotional throughline. Consider breaking the poem into shorter stanzas or sections that focus on distinct ideas or moments. This could enhance readability and allow the emotional impact to emerge more clearly.

2. **Tone and voice consistency:** The poem shifts between clinical, narrative, and philosophical tones. While this multiplicity can be effective, some transitions feel abrupt. Experiment with smoothing these shifts or using them deliberately to underscore contrasts in experience or perspective.

3. **Imagery and metaphor:** Much of the poem relies on exposition and explanation. Introducing more vivid, sensory imagery or metaphorical language could deepen the reader’s engagement and provide a more immersive emotional experience.

4. **Line breaks and enjambment:** The poem’s current formatting sometimes reads like prose. Strategic line breaks and enjambment could be used to emphasize key phrases, create rhythm, and control pacing.

5. **Title and thematic focus:** The title sets up an intimate, specific image (“the frantic little boy with strawberry blond hair who didn’t say boo”) that feels somewhat distant from the poem’s broader, more abstract content. Consider ways to weave this personal image more centrally into the poem’s body or to adjust the title to better reflect the poem’s scope.

Overall, the poem offers a thoughtful and layered meditation on neurodiversity, education, and historical context. With attention to structural and stylistic refinement, it can achieve greater clarity and emotional resonance.

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