As his history class at the County College of Morris here discussed exploration of the New World, Philip Garber Jr. raised his hand, hoping to ask why China’s 15th-century explorers, who traveled as far as Africa, had not also reached North America.
He kept his hand aloft for much of the 75-minute session, but the professor did not call on him. She had already told him not to speak in class.
Philip, a precocious and confident 16-year-old who is taking two college classes this semester, has a lot to say but also a profound stutter that makes talking difficult, and talking quickly impossible. After the first couple of class sessions, in which he participated actively, the professor, an adjunct named Elizabeth Snyder, sent him an e-mail asking that he pose questions before or after class, “so we do not infringe on other students’ time.”
As for questions she asks in class, Ms. Snyder suggested, “I believe it would be better for everyone if you kept a sheet of paper on your desk and wrote down the answers.”
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