A Message to Garcia

TO: ALL TEACHERS

FOr THOSE WHO MISSED LAST MONDAY'S ASSEMBLY BECAUSE OF THE CONFUSION rESULTiNG FrOM SWITCHING X2 AND y2 SECTIONS, A COPY OF Dr. clarke's address to the honor students is enclosed.

I AM PLEASED AND PRIVILEGED TO SALUTE AND CONGRATULATE THOSE OF YOU WHO HAVE THROUGH YOUR OWN DETERMINATION AND STICKTOITEVENESS ACHIEVED AN HONORED AND ENVIABLE PLACE ON THE HONOR ROLL. YOU HAVE BEEN GIVEN THE OPPORTUNITY OF LEARNING FROM AND CONTRIBUTING TO THE CULTURAL HERITAGE OF THE GENERATIONS BEFORE AND AFTER YOU AS THEY HAVE LEARNED FROM AND CONTRIBUTED TO YOU. NOW YOU MUST DRAW UPON THE RICH WAREHOUSE OF SKILLS YOU HAVE ACQUIRED AND KNOWLEDGE YOU HAVE WON AND CONTINUE TO FACE THE FUTURE, TO GO ONWARD TOWARDS VENTURES EVER NEW, FORWARD TOWARDS HORIZONS EVER WIDER. AS THE GREAT POET SO WELL PUT IT: "SAY NOT THE STRUGGLE NAUGHT AVAILETH." IT AVAILETH; IT AVAILETH INDEED; FOR NOTHING LASTING OR WORTHWHILE WAS EVER WON WITHOUT IT. YOU WHO HAVE THUS FOUGHT AND STRUGGLED TO ACHIEVE THE SPLENDID DISTINCTION OF A PLACE ON THE HONOR ROLL KNOW FULL WELL THAT THIS IS SO, AND AS I LOOK UPON YOUR PROUD AND HAPPY FACES, I AM REMINDED OF THE YOUNG MAN WHO, IF YOU RECALL, HAD SO ZEALOUSLY AND SO SELFLESSLY CARRIED THE MESSAGE TO GARCIA.

AND YET, THOSE OF YOU WHO HAVE NOT ACHIEVED SUCH A PLACE ON THE HONOR ROLL MUST NOT FEEL THAT YOU HAVE FAILED. ON THE CONTRARY, IT IS YOU WHO ARE THE BACKBONE AND THE REAR-GUNNERS FOR THOSE WHO HAVE FORGED AHEAD, FOR WITHOUT YOU AND YOUR CONTRIBUTION, THEY COULD NOT HAVE ACHIEVED WHAT THEY DID. IN A LARGE MEASURE OR SMALL, WE EACH AND ALL OF US ARE CONTRIBUTING TO THE GOOD OF THE WHOLE, THOSE BEHIND THE THRONE AS WELL AS THOSE ON THE THRONE, WHICH IS THE ULTIMATE AIM AND GOAL OF DEMOCRACY IN ACTION. ANYONE WHO HAS HAD THE GOOD FORTUNE TO ATTEND OUR G.O. MEETINGS KNOWS THAT DEMOCRACY CAN AND DOES WORK, AND IT IS UP TO EACH AND EVERY ONE OF US TO PASS IT ON INTO THE FUTURE.

* * *

Sylvia!

No chance to stop by today.

My classes are being covered while I'm in auditorium, presumably blocking out Faculty Show. Actually, I'm writing my own version of Calvin Coolidge Gilbert & Sullivan. It will never pass by the censors, but may win a smile from you. Which is all I ask.

Teachers will play kids. What do you think of this number, for instance—played by our talented trio: Henrietta Pastorfield, Mary Lewis, and Charlotte Wolf?

Three little maids from school are we,

Nourished on heroin and "tea,"

None with a Phi Beta Kappa key—

Three little maids from school!

Three little maids from Calvin Coolidge,

Giggly and wiggly and young and foolidge,

Out to avoid a little schoolage—

Three little maids from school!

In counterpart, the boys—played, I think, by Loomis, Manheim and McHabe:

Three little lads from school are we,

Beatniks, repeatniks, as you can see

(If you peruse our PPP)—

Three little lads from school!

Junior delinquents, always truant,

Each with an officer pursuant,

And a vocabulary fluent

Having to do with school!

Loomis: I keep on learning less and less, and

McHabe: I am what's known as quite a mess, and

Manheim: I am a problem adolescent—

Three little lads from school!

It's good to get out of the classroom, away from vapid faces blinking at me. You have one of them in your homeroom—Alice something—who bathes me in long, liquid glances. Lord preserve me from puppy crushes. My taste runs more to Chaucerian-scholar types.

Meet me at The Tavern after school? I need to get blotto. Got another "Thank-you-for-letting-us-see-your-clever-manuscript-unfortiinately" letter. My characters are too improbable, they tell me. My setting, too exotic. Well, why not? One must escape.

This is no job for a man—or woman, either. Unless, like Clarke, you can spend the day sitting and knitting your brows. Here's one for him:

When I was a lad I went to school

And copied on the board the Golden Rule;

Each day I copied in a Palmer hand—

Not a word that I was writing did I understand!

I copied on the board so carefully

That now I am the Principal of Calvin C.!

I would have included his Message to Garcia speech, but the only rhyme I could think of was Marsha. And I don't know who she is. Too bad.

It's a memorable speech, an apt commentary on school. Everyone rushes urgently around to get the message in on time. But no one knows what the message is.

Why do you refuse to be in my show? You don't even have to sing.

Paul

* * *

FROM: James J. McHabe, Adm. Asst.

TO: all teachers

Do not accept lateness excuses due to fire on the BMT today. This was checked by me with the Transit Authority. There was no fire on the BMT today.

JJ McH

* * *

TO: all teachers

Polio Consent slips are due in Health Office before 3 p.m. today.

Frances Egan

School Nurse

* * *

CIRCULAR # 42

PLEASE KEEP ALL CIRCULARS ON FILE, IN THEIR ORDER

TOPIC: PPP AND EMOTIONAL PROFILE EVALUATION

TO ENABLE THE TEACHER TO GAIN A MORE PROFOUND INSIGHT INTO THE EMOTIONAL PROBLEMS OF EACH STUDENT AND TO ACHIEVE A GRASP, IN TOTO, OF THE SOCIOECONOMIC FACTORS SHAPING HIS CHARACTER DEVELOPMENT AND PERSONALITY GROWTH, THE GUIDANCE OFFICE, AS A RESULT OF THOROUGH DEPTH-IN-

TERVIEWS, HAS EVALUATED THE WHOLE CHILD IN RELATION TO ALL HIS AREAS IN THE PPP ON EACH PRC.

ella friedenberg

guidance counselor

* * *

FROM: The Health Office

TO: Miss Barrett, Room 304

CONFIDENTIAL MEDICAL REPORT

Copy to: Mr. McHabe

Miss Finch

Rosen, Linda, of your official class, will be out of school until cleared by the Board of Health. Wassermann positive. She is to be carried on your register under Temporary Suspension.

Lazar, Evelyn, of your official class, deceased two days ago, of infection following a self-induced AB, as attested by the Medical Examiner. She is to be taken off your register permanently.

Frances Egan

School Nurse

Touch Wounds

Oct. 16

Dear Ellen,

Evelyn Lazar is dead. That's the girl who asked to see me the day of the Faculty Conference. Perhaps if I had, she would be alive today. She died of an infection following an abortion she had tried to induce with a knitting needle, after she had run away from home. Now she's but a name to be removed from the homeroom register. Permanently.

Paul says: "Sauve qui peut! Think only of yourself. Getting involved does them no good."

Bea says: "You're not God. Nothing is your fault, except, perhaps, poor teaching."

Henrietta says: 'If you've kept them off the streets and given them a bit of fun for a while, you've earned your keep, such as it is."

Sadie Finch says: "Hand in before 3 locker number and book receipts for Lazar, Evelyn."

Ella Freud says: "Environmental influences beyond our control are frequently the cause of emotional disequilibrium."

And Frances Egan, the school nurse, left her nutrition charts long enough to tell me there was nothing that could have been done. "Evelyn had a rough time with her father," she said. "Once she came in beaten black and blue."

"What did you do for her?"

"I gave her a cup of tea."

"Tea? Why tea, for heaven's sake?"

"Why? Because I know all about it," she flared, shaking with anger. "I know more than anyone here what goes on outside—poverty, disease, dope, degeneracy—yet I'm not supposed to give them even a band-aid. I used to plead, bang on my desk, talk myself hoarse arguing with lads, parents, welfare, administration, social agencies. Nobody really heard me. Now I give them tea. At least, that's something."

"But you're a nurse," I said helplessly.

She showed me the Directive from the Board posted on her wall: the school nurse may not touch wounds, give medication, remove foreign particles from the eye . . .

Are we, none of us, then, allowed to touch wounds? What is the teacher's responsibility? And if it begins at all, where does it end? How much of the guilt is ours?

There was a discussion in the Teachers' Lunchroom about it.

Mary Lewis was shocked at the moral laxness of young people today. Surely, she said, the overworked teachers couldn't be expected to add chaperoning to their long list of chores. Henrietta Pastorfield had nothing against sexual freedom—provided it was in the open. Had the girl been in her class, this wouldn't have happened; her kids confided in her because she spoke their language. Fred Loomis said—sterilization —that's the answer. Sterilize them and kick them out of school. Bea Schachter spoke of love; that's what these children were starved for. Paul Barringer disagreed. They can't handle love, he said; they know nothing about it. Amused detachment is the only way to remain intact. But we cannot remain intact if we teach, Bea said. And we must teach—against all odds, against all obstacles, in the best sense of the word. Nuts, said Loomis; kids don't belong in school.

There we sat in the jungle of a white porcelain table with an artificial rose in a plastic vase upon it, and a sign on the wall advising us to remove trays before leaving, each stalking his own path through the underbrush. After a while only Mary,

Henrietta, Paul and I were left in the lunchroom. I tried to speak, but Mary cut me short:

"I started out like you, too, but I found there's nothing you can do, so you may as well give up. Just wait till you've been here as long as I— You work yourself to the bone, and no thanks from anyone. The more you do, the more they expect of you, and it's the same in other schools, believe me. Here at least we have Sadie Finch and a couple of Aides to help, but no one really cares, and they just pile more and more on you. I've got no blackboard and they never fixed my radiator, and they stuck me with three preparations and Remedial Reading, and with the Late Room and the Junior Scholastics; and they made me volunteer to be Faculty Advisor to The Clarion, and I have to travel from the 3rd to the 5th floor with my varicose veins. In 23 years I've never been a minute late; I'm always the first to hand in reports—ask Finch—and I never complain; I just do my work, though everyone knows I have the worst homeroom kids in the school, and it takes all my energy just to keep them quiet—before I even start teaching!"

"If they're restless," Henrietta said, "I kid them out of it. It doesn't matter how much they learn as long as they enjoy coming to school; at least, they're exposed to learning. And they know they're free to discuss anything with me—sex, anything. The kids feel I'm one of them; I'm pretty hep for an old maid."

"It's nothing to joke about," said Mary. "We make everything too easy for them. They're so used to sugar-coating, they come to me with no idea about how to study or what a sentence is. How can they learn a foreign language if they don't even know their own?"

"The ones that want to, learn," Henrietta said. "Take Bob—the best English student in the school. Writes like a dream—won the interscholastic essay contest—handsome, polite, a joy in the classroom. I don't have to teach him to parse sentences."

"Because I did," said Mary.

It's your kind of newfangled pussy-footing and side-stepping that makes them illiterates. With me they get a solid foundation, the disciplines of learning. In my class they don't get away with hot air discussions and exchanging their opinions and describing their experiences. What opinions can they have? What have they experienced? What do they know? That's an affront! They learn what I know!"

"Trouble is," Paul smiled his most charming smile, "a teacher has to be so many things at the same time: actor, policeman, scholar, jailer, parent, inspector, referee, friend, psychiatrist, accountant, judge and jury, guide and mentor, wielder of minds, keeper of records, and grand master of the Delaney Book."

"Perhaps you have a rhyme for this?" Mary inquired politely.

"Certainly," said Paul, striking a pose. "Listen:

We should be versed in Psychiatry,

In Theory and Technique;

Our devastating smile should be ready to beguile,

Our chalk should never squeak!

We must be learned as well as neat,

With high IQ's and unflattened feet;

We must be firm, yet we can't be rude—

And that must be our customary attitude!"

"Very amusing," said Mary. "This kind of thing must keep you busy; no wonder you're never here the 1st period. Who punches you in—Gilbert and Sullivan?"

But he had made his point, and when the bell rang, they were smiling.

Poor Evelyn Lazar—unwept, unsung, and lost in the bickering. Her death haunts me; I keep thinking—if only I'd been able to hear her cry for help! But we may not touch wounds—

Evelyn is only one girl I happen to know about because she happened to be in my homeroom and because she happened to be traced and found. What of the countless others who drop out, disappear, or

wrestle alone in the dark? Paul says that I make too much of it; that what she probably wanted to talk to me about was a change of locker or an extra-credit slip. But that isn't the point—that isn't the point at all.

Are we paid only to teach sentence structure, keep order and assign those books that are available in the Book Room?

Yet here is Henrietta, smacking her lips with spinsterish lasciviousness over her star pupil, Bob; and here is Paul, mocking the technicolor daydreams of little Alice; and here am I, jousting with McHabe for the soul of Ferone. I am still determined to reach him. He has been as insolent and wary as ever, refusing to see me after school, sauntering into class, toothpick in mouth, hands in pockets, daring me to —what? Prove something. Finally he did agree to have a talk with me. "You sure that's what you want? OK, you call the shots!" But before we could meet, he was suspended from school for two weeks for carrying a switch-blade knife. Suspension, you see, is a form of punishment that puts a kid out of our control for a specified period, to roam the streets and join the gangs.

When I tried to tell McHabe that it would have been more valuable to let Ferone keep his appointment with me than to kick him out, he let me have it:

"When you're in the system as long as I" (They all say that!) "you'll realize it isn't understanding they need. I understand them all right—they're no good. It's discipline they need. They sure don't get it at home. We've got to show them who's boss. We've got to teach them by punishing them, each time, a hundred times, so they know we mean business. If not for us, they'll get it in the neck sooner or later —from a cop or a judge or their boss, if they're lucky enough to land a job. They don't know right from wrong, they don't know their ass from—I beg your pardon. You're young and pretty and they flatter you and you swallow it, playing phonograph records, encouraging them to gripe in your suggestion box,

having heart to heart talks. A lot of good it does. Sure, we've got to win their respect, but through fear. That's all they understand. They've got to toe the line, or they'll make mincemeat out of us. You ever seen their homes, some of them? You ever been in juvenile court? Hear them talk about us amongst themselves? These kids are bad. They've got to be taught law and order, and we're the ones to teach them. We're stuck with them, and they've got to stick out their time, and they better behave themselves or else. All you people who shoot off ideas—you just try to run this school your way for one day, you'll have a riot in every room. I'm telling you this for your own good, you've got a lot to learn."

I probably do.

I'm going to be observed by Bester this week. He was nice enough to warn me. I plan to teach an adverbial clause or a poem by Frost.

I didn't mean for this letter to be so long—but I am confused and troubled, and you are interested enough to listen. There are times when I feel I don't belong here. Perhaps I should be teaching at Willowdale. Perhaps I should give up teaching altogether. Or perhaps I should find myself a nice young man, one who talks in prose, and settle down, as the saying goes. You seem to have found the answer.

But I don't want to give up without trying. I think the kids deserve a better deal than they're getting. So do the teachers.

I might be able to reach them through their parents; we're having Open School Day in a couple of weeks. Wish me luck—and give Jim and the baby an extra kiss today.

Love,

Syl

P.S. Did you know that the State Department has started a course in elementary composition for its officers, who cannot understand each other's memoranda?

S.

Date: 2016-01-03; view: 542