Quotes from Whirligig

Paul Fleischman ·  144 pages

Rating: (6.9K votes)


“It was a girl playing a harp, like in an orchestra. It was in this tree at our campsite. And since it was breezy weather that weekend, the girl's arms were almost always turning.”
― Paul Fleischman, quote from Whirligig


“It was a figure of a whale, with a white triangle that was supposed to be its spray. The spray moved up and down above the blowhole. On top of the spray sat a black-haired woman.”
― Paul Fleischman, quote from Whirligig


“I came to that wooden marching band. I stopped and looked. There was a trumpet, trombone, clarinet, and drum. Birds don't live alone, I told myself. They live in flocks. Like people. People are always in a group. Like that little wooden band.”
― Paul Fleischman, quote from Whirligig


“The whirligig featured a drummer, a trumpet player, a clarinetist, and a man with a trombone. It was a leap beyond the spouting whale, with more figures, a six-bladed propeller, and a much more complex system of rods and pivots that made the instruments dip and rise as if the musicians were marching.”
― Paul Fleischman, quote from Whirligig


“The red-jacketed band stirred to life. The first musician raised his trumpet. The trombone dipped. The drumstick rose. Lea lowered her clarinet. It had been Brent's idea not to have their insturments rise and fall in unison. The staggered motion gave it a more exciting rhythm.”
― Paul Fleischman, quote from Whirligig



About the author

Paul Fleischman
Born place: The United States
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“Thomas (his middle name) is a fifth-grader at the highly competitive P.S. 334, the Anderson School on West 84th in New York City. Slim as they get, Thomas recently had his long sandy-blond hair cut short to look like the new James Bond (he took a photo of Daniel Craig to the barber). Unlike Bond, he prefers a uniform of cargo pants and a T-shirt emblazoned with a photo of one of his heroes: Frank Zappa. Thomas hangs out with five friends from the Anderson School. They are “the smart kids.” Thomas is one of them, and he likes belonging. Since Thomas could walk, he has constantly heard that he’s smart. Not just from his parents but from any adult who has come in contact with this precocious child. When he applied to Anderson for kindergarten, his intelligence was statistically confirmed. The school is reserved for the top 1 percent of all applicants, and an IQ test is required. Thomas didn’t just score in the top 1 percent. He scored in the top 1 percent of the top 1 percent. But as Thomas has progressed through school, this self-awareness that he’s smart hasn’t always translated into fearless confidence when attacking his schoolwork. In fact, Thomas’s father noticed just the opposite. “Thomas didn’t want to try things he wouldn’t be successful at,” his father says. “Some things came very quickly to him, but when they didn’t, he gave up almost immediately, concluding, ‘I’m not good at this.’ ” With no more than a glance, Thomas was dividing the world into two—things he was naturally good at and things he wasn’t. For instance, in the early grades, Thomas wasn’t very good at spelling, so he simply demurred from spelling out loud. When Thomas took his first look at fractions, he balked. The biggest hurdle came in third grade. He was supposed to learn cursive penmanship, but he wouldn’t even try for weeks. By then, his teacher was demanding homework be completed in cursive. Rather than play catch-up on his penmanship, Thomas refused outright. Thomas’s father tried to reason with him. “Look, just because you’re smart doesn’t mean you don’t have to put out some effort.” (Eventually, Thomas mastered cursive, but not without a lot of cajoling from his father.) Why does this child, who is measurably at the very top of the charts, lack confidence about his ability to tackle routine school challenges? Thomas is not alone. For a few decades, it’s been noted that a large percentage of all gifted students (those who score in the top 10 percent on aptitude tests) severely underestimate their own abilities. Those afflicted with this lack of perceived competence adopt lower standards for success and expect less of themselves. They underrate the importance of effort, and they overrate how much help they need from a parent.”
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