HARTSVILLE-Sometimes school isn’t just lectures, worksheets and homework. As Madge Zemp’s International Baccalaureate Psychology class at Hartsville High School has discovered, sometimes schoolwork means studying actual cases and conversing with a noted psychologist and linguist to learn more.

A few months ago, the class studied Genie, often referred to as the “Modern Wild Child.” Genie (not her real name) was discovered in 1970 by a social worker in California.

Her abusive parents kept Genie chained to a chair in her bedroom for ten years—deprived of human needs such as basic hygiene, mobility, and solid food. For over 10years, Genie was isolated from human interaction. Genie was truly a “wild” child who was more animal than human in many ways. The fascinating, but disturbing, story of horrific child abuse and that child’s journey towards recovery is chronicled in the Russ Ryner’s book “Genie: A Scientific Tragedy,” the 2001 movie “Mockingbird Don’t Sing,” a documentary on NOVA, “The Secret of the Wild Child,” and accounts in several news magazines.

UCLA Professor of Psychology and Linguistics Dr. Susan Curtiss worked with Genie and studied her for years. In 1970, Curtiss set out to disprove Lenneberg’s theory of “The Critical Period.” This theory asserts that humans cannot make significant progress in learning language after puberty. In other words, if a child hasn’t learned a language, whether it be English, Chinese, or American Sign Language, by puberty, then he or she will never be comfortable with language. Over the course of working with Genie, Curtiss was unable to disprove this theory. Even after years of therapy, Genie, now 56, still cannot communicate beyond the level of the average five-year-old. Thus, the theory of “The Critical Period” still stands today.

“It’s a classic case of nature versus nurture,” said Zemp. “This case sparked many classroom discussions about genetic versus environmental influences. We also debated ethical issues that arise when presented with a case like this one. Genie’s story provided psychologists and linguists with a wealth of information. However, ethically, scientists have to balance the needs of the individual with the desire of researchers to learn more. Anyone who learns of Genie’s story can see how difficult it is to find the right balance.”

After studying this case, the IB students had many questions. They took a chance and sent an e-mail to Curtiss with their inquiries. To their surprise, she responded thoughtfully and answered many of their questions. Thus, began a series of back and forth discussions between Curtiss and Zemp’s class about the doctor’s findings and experiences with Genie’s case.

“We had more questions after studying Genie than we did at the beginning,” said junior Courtney Kraus. “It was amazing that Dr. Curtiss took the time to answer our questions and to give us more insight into this case.”

Zemp agreed.

“We've never had this response from a working expert in the field of psychology,” she said. “ Our studies took on much more personal meaning when Dr. Curtiss replied. I try to teach my students to ‘go to the source’ and not just to take their studies at ‘face value.’ In IB classes, we challenge our students to go deeper, to ask more questions, and to think for themselves. The cases we study in psychology are studies of real people, and what we learn can be applied to the world around us. What a great mentor Dr. Curtiss has been to my students!”

In one email, Curtiss challenged the students to “do something for other children who are in great need, children who live with the scourge of poverty or racism, children who live under occupation or war, children who are forgotten, such as in Palestine or the Republic of Congo. Raise your voices on their behalf would be the best tribute to Genie.”

The students took Curtiss’ challenge to heart. They agreed that their IB psychology class and Genie’s story have helped them to gain better understanding and to be more sensitive to people with special needs. They have launched a “Pals” program where they meet with other students at HHS who are in teacher Jennifer Waldrop’s special needs class. They have celebrated with a Christmas party, a Super Bowl party and they are planning future combined events. In addition, the IB students have vowed to reach out to these students during the regular school day.

Waldrop said she has never experienced this type of outreach before in the school.

“The generosity of Mrs. Zemp's students was so heartwarming for my staff and me to witness,” Waldrop said. “I have been teaching and working with individuals with disabilities for over 20 years. What I know for sure is that they are more like people their age than different. Like all other students on Hartsville High’s campus, my students enjoy using technology, playing sports, interacting with others, and eating. Together, the students in Mrs. Zemp's class and my class are demonstrating 'Hartsville High School Relationships Based on Respect.’ Is it good for me? Is it good for others? Is it good for our school? The answer to all three questions is yes!”

Several students in Zemp's IB class said they would like to continue their study of psychology in college. Junior Kennedy Steen said that she is interested in behavioral analysis. Kraus recognizes that having some understanding in psychology will help her to be more effective in her future teaching career.

As for their relationship with Curtiss, the class has invited her to visit them. Curtiss has told them,“maybe someday I could visit. I would love to meet all of you.” In the meantime, the IB psychology class hopes to continue their learning from their “Pals” at HHS.