SAMUEL T. ORTON AWARDS

The Samuel T. Orton Award for 1980 Presented by The Orton Society to

Helene Durbrow

Presentation by Diana King

Helene Durbrow's work in this field began almost hal fa century ago. In 1933 she was referred to Dr. Orton by her son's fourth grade teacher. This ten-year-old, intelligent b o y - - w h o has grown up to be the distin- guished man sitting in the audience n o w - - h a d mastered neither basic

BULLETIN OF THE ORTON SOCIETY

reading nor spelling skills, and his difficulties baffled his teacher. The un- derstanding and direction Helene Durbrow received from Dr. Orton enabled her to undertake a program of successful remediation.

In this work she was able to draw on her previous experience as a kindergarten and primary teacher at the Ethical Culture School in New York City. It was here that she first met Anna Gillingham.

From the beginning her tutoring efforts were successful, and before long other educators became interested in what she was doing and re- ferred to her children with similar difficulties. She continued to work under the supervision of Dr. Orton and to find his direction stimulating and rewarding.

Later she was employed by the public schools in nor thern New Jersey to do further work with dyslexic children. In the 40's she worked for three years at Phillips Academy, Andover. Her emphasis was on the remedia- tion of students who had already experienced several years of failure and frustration. This experience led her to realize the need to attack the problem at the beginner's level. Accordingly, in 1948 she .joined the faculty at Sidwell Friends School in Washington, D.C., where she initiated a program for the identification and instruction of dyslexic children at the kindergarten level. This was a pioneer project. She spent five years at the school, but then felt the need to seek out new fields to conquer.

In 1946 she established Camp Mansfield at Underhill Center, Vermont. Only children with some degree of dyslexia were enrolled, and all received remedial instruction and participated in regular camp recrea- tional activities. Dr. Orton always believed that the summer was an im- portant period for remediation. During these months children were relieved of regular school pressures, and full attention could be focused on the development of basic language skills. In the residential setting of a smnmer camp it was possible to structure an op t imum balance between academic, physical, and social activities. This camp not only served the children, but became a training center for teachers, and was in operat ion for 17 years. In 1953 she jo ined the staff of Dr. Roswell Gallagher at the Adolescent Unit of the Children's Medical Center in Boston, Massachu- setts. This experience, working with a team of specialists, which she under- took with some misgivings, was particularly important to her professional growth. At a later date she served as consultant at the Center for Disorders of Communicat ion, Vermont Medical Center, Burlington, Vermont. She also offered teacher training programs in Massachusetts, Vermont, Mary- land, and St. Thomas, U.S. Virgin Islands. She spent three seasons in St.

Thomas training children, and giving courses at the Depar tment of Mental Health in Charlotte Amalie. Needless to say she has not retired, but

SAMUEL T. ORTON AWARDS

continues to help children and teachers, particularly in the area of hand- writing. She helps the parents find the services that they need, and encour- ages them to persist in their efforts. That she should be receiving this award in Boston is appropriate , for in this city she established the first national Orton Society office. At that t ime The Orton Societvwas not ready

tor this pioneer ing step, and her efforts were short-lived. She was also in- strumental in initiating the reprint series for distribution to the public.

I have long respected her expertise in two other areas. She was a m o n g the first to realize the impor tance of handwriting. Nowadays it is fashion-

able to talk about mult i-sensory and kinaesthetic reinforcement , bu t few people realize the necessity for careful training in cursive handwriting, which must come first.

She taught m e almost everything I know about diagnosis. Now, when I see some of the results of mult iple tests which children mus t suffer through, I r e m e m b e r her teachings. She taught m e to look, to watch, to listen carefully, and to give three or four short tests. It was her opinion that any diagnostician should be able to spend 15 or 20 minutes with a child, and then be prepared for a parent conference of at least an hou r in length.

Last s u m m e r I had occasion to em ba rk on a safari in New Mexico.

This trip involved two days of flying in a four-passenger p l a n e - - f o r the most part about 50 feet off the ground, a day of jeep ing in Mystery Valley,

and a day of rafting down the San J u a n River. Our pilot, guide and expert on geology was a young man named Bruce Adams. We spent one evening together, after the rest of the group had retired in exhaustion, sitting in a small bar in Mexican Hat. In the course of our conversation, he remarked to me, "You remind me of someone who helped me a lot when I was a kid. I once knew a lady called Mrs. Helene Durbrow." Needless to say, we cont inued our conversation until far into the night.

Anna Gill ingham used to have a bookpla te that I mus t have seen somewhere. It had a picture of a banyan tree. You may know that a banyan

tree has a peculiar me thod of growth: It spreads out its branches, drops them to the ground, and wherever they touch a new tree is formed. On the bookplate was inscribed, "May my love be like the banyan tree, spreading out." This is not a bad m e t apho r for Helene Durbrow's life, love, and teachings. What started as a single person has become an entire grove. It is

with great pleasure that I present the Or ton award to Helene Durbrow, with the following citation:

"'To Helene Chamberlin Durbrow in recognition of her pioneering leadership in The Orton Society. For half a century she has supported, taught and guided children, parents, and teachers in their need for understanding the problems of dyslexia. She has

BULLETIN OF THE ORTON SOCIETY

generously shared her insights and turned her astute observations into teaching strategies to the benefit of thousands. '"

Response by

H e l e n e C. D u r b r o w

Thank you, Diana, for your kind remarks. This special occasion brings

back many memories of the past. Little did I think 30 years ago that Diana, arriving in Washington fresh from Southern Rhodesia, would, here in Boston, present the Samuel T. Orton award to me. I am happy and pleased to receive the award.

At this gathering and national conference, I am reminded of the period after Dr. Orton's death when there was no Orton Society. Those were the days when there was little understanding of specific language dis- ability. Few teachers were trained and prepared to instruct children with developmental language disorders. Materials for instruction were not available. Teachers had to be resourceful and rely upon their creativity to provide appropriate materials for individual programs. Anna Gillingham herself made phonetic drill cards and supplementary materials.

After Dr. Orton's death there was a sense of great loss by those who had depended upon him for guidance and direction. A small group of his colleagues felt the need to join together and establish an Orton Society to carry on his pioneer work. It was not an easy task to convince Ju n e L. Orton, his wife, that there was a need for organization, but, with constant urging by close friends, she agreed. In 1949 the decision to form The Orton Society was made. The first meeting was held in the evening, November 1950, at the Beekman Towers, New York City. Approximately 50 persons attended that session. This was a milestone. Dr. Loretta Bender and Dr. Paul Dozier presented papers. For 20 years there were yearly meetings in New York City. In 1970 after branches of the Society were established, it was decided to hold the national conference in various cities. The first of these meetings was held in Washington, D.C.

The Orton Society has experienced steady growth in membership and interest in Dr. Orton's concepts. Understanding of dyslexia has developed. More teachers are being trained and better services for children are now

SAMUEL T. ORTON AWARDS

available. Many persons have contributed to this progress, and we are in- debted to those who have worked earnestly and contributed so much to further Dr. Orton's pioneering endeavors. Among these, the late Mrs. Orton, who organized and directed the Society during the beginning years, must be given recognition. For her, this task was a labor of love. Special gratitude is due Roger Saunders, past Orton Sociew president, whose vision and effort propelled the organization out of its routine into broader fields and understanding throughout the country. Accordingly, there is today a host of persons involved in study and prepared to serve in many areas of the nation. Young people have joined forces to work in the field. They are knowledgeable and are enthusiastic in their efforts.

Publishing houses should be commended for their contribution. They have made it possible for parents and teachers to secure appropri- ate materials for special programs. Among these, recognition should be given Robert and John Hall of Educators Publishing Service. They are willing to listen and consider ideas suggested for publication. Excellent materials are now available for tutors. The time-consuming "do it your- selP' period has passed.

Looking back over the years since I became involved in teaching dyslexic students, I realize that special acknowledgement must be given to members of the medical profession who have assisted in developing Dr. Orton's concepts. Among these the late Dr. Paul Dozier, who so ably assisted Dr. Orton during the years of early research and study of language disorders, must be remembered. In tile Boston area, Dr. Edwin Cole, Dr. Roswell Gallagher, and Dr. Richard Eustis have provided leadership and promoted programs to develop understanding of specific language disorders.

Credit must be given teachers and tutors who have labored so stead- fastly to instruct children. Among these Anna Gillingham pioneered and developed a structured program for others to follow. Her manual and ac- companying materials have contributed so much to so many. I take special pride in the achievements of teachers I have trained. As Dr. Orton said, "Only your results as teachers in the field will prove my theories." The success of teachers such as Diana King has proven much.

Most especially I wish to thank my own children who are responsible for getting me involved in this special field of education. Their coopera- tion and understanding have been motivating and supportive. Now there are my grandchildren who along with many fine young people, are trained and working for "the cause." They are making important contributions.

Today we should be glad that the decision was made to form an Orton Society which would carry on the pioneering work of Dr. Orton. The

BULLETIN OF THE ORTON SOCIETY

future looks bright. The Orton Society is in good hands and will continue its role in developing understanding and treatment for children with some degree of language dysfunction.

Looking back over the years makes this a day to be happy for all that has been accomplished.

I thank you for the honor you have bestowed upon me.