Up The Down Staircase

I'm a foe to Eddie Williams because my skin is white; to Joe Ferone because I am a teacher; to Carrie Paine because I am attractive.

Eddie uses the grievance of his color to browbeat the world.

Joe is flunking every subject, though he is very bright. He has become a bone of contention between McHabe and me because I believed in his innocence in the stolen wallet incident. I trust him, and he—he keeps watching me, ready to spring at the first false move I make.

Carrie is a sullen, cruelly homely girl, hiding and hating behind a wall of fat.

Harry Kagan is a politician and apple-polisher. He is running for G.O. president, and I'm afraid he'll be elected.

Linda Rosen is an over-ripe under-achiever, bursting with hormones.

And pretty Alice Blake, pale with love, lost in a dream of True Romances, is vulnerable and committed as one can be only at 16. She feels deeply, I'm sure, but can translate her feelings only into the cheap clichйs she's been brought up on.

Then there is Rusty, the woman-hater.

And a quiet, defeated-looking Puerto Rican boy, whose name I can't even remember.

These children have been nourished on sorry scraps, on shabby facsimiles, and there is no one—not at home, not in school—who has not short-changed them.

You know, I've just realized there is not even a name for them in the English language. 'Teen-agers,' 'Youngsters,' 'Students,' 'Kids,' 'Young adults,' 'Children'—these are inappropriate, offensive, stilted, patronizing or inaccurate. On paper they are our 'Pupil-load'; on lecture platform they are our 'Youngsters'—but what is their proper name?

The frightening thing is their unquestioning acceptance of whatever is taught to them by anyone in front of the room. This has nothing to do with rebellion against authority; they rebel, all right, and loudly. But it doesn't occur to them to think.

There is a premium on conformity, and on silence. Enthusiasm is frowned upon, since it is likely to be noisy. The Admiral had caught a few kids who came to school before class, eager to practice on the typewriters. He issued a manifesto forbidding any students in the building before 8:20 or after 3:00—outside of school hours, students are 'unauthorized.' They are not allowed to remain in a classroom unsupervised by a teacher. They are not allowed to linger in the corridors. They are not allowed to speak without raising a hand. They are not allowed to feel too strongly or to laugh too loudly.

Yesterday, for example, we were discussing 'The fault, dear Brutus, lies not in our stars/ But in ourselves that we are underlings.' I had been trying to relate Julius Caesar to their own experiences. Is this true? I asked. Are we really masters of our fate? Is there such a thing as luck? A small boy in the first row, waving his hand frantically: 'Oh, call on me, please, please call on me!' was propelled by the momentum of his exuberant arm smack out of his seat and fell on the floor. Wild laughter. Enter McHabe. That afternoon, in my letter-box, it had come to his attention that my 'control of the class lacked control.'

But I had made that little boy think. I started something in him that emerged as an idea. I got him excited by a concept. And that's a lot!

Sometimes, of course, I am misled by their eagerness. There's a girl who never takes her eyes off me. This morning, when I asked a question about Brutus, she flung out her hand, pleading to be recognized. When I called on her, she said: 'You wearing contack lens?'

It's a good thing Bester wasn't there to observe me. Yet there's more to that man than meets the eye. I'm impressed by his masterly handling of what's known hereabouts as 'a discipline problem.' He had stepped into the Early Late Room (don't ask me to explain what it is, nor why I was there) and asked one of the boys for his program card. 'Aw, go jump in the lake,' said the boy. The class sucked in its breath. With icy courtesy, Bester asked the boy to repeat what he had said, please. The boy did. 'What were the first two words?' Bester asked, exquisitely polite. 'Aw go.' 'Would you say that again, please?' 'Aw go.' 'What was it again?' 'Aw go.' 'Would you mind repeating the next word?' 'Jump.' 'Again, please?' 'Jump.' 'Again?' 'Jump.' Do you know how absurd the word 'jump' can begin to sound after a while, when spoken solemnly by a boy standing among his peers? The boy was licked, and he knew it; the snickering class knew it; Bester knew it; and as he left, he said, with the same impeccable courtesy: 'I'll be glad to recommend you for a remedial speech class.'

I wish I could learn his assurance. It's in my homeroom that I feel such a failure. They are still suspicious of me. They are still trying me out. One girl, shy and troubled, did reach out. She asked to see me after school last Monday. She was apparently afraid to go home. Unfortunately, it was the day of the Faculty Conference, which is sacrosanct; attendance is compulsory. Perhaps I could have helped her. She hasn't been in school since. Truant officer reports she has run away from home.

At the Conference (we're supposed to sit it out for one hour each month; anything less, I believe, is unlawful) I watched my brothers and sisters, resignation or indifference settled like fine dust upon them—except for a few nervous souls who kept stirring up the soup. As a new teacher, I understood the protocol: I was not to speak. I was, however, asked to write up the minutes. I took notes, which I must now type up, and I timed the meeting: 60 minutes to the second!

All our hours and minutes are accounted for, planned for, raced against. Preparations are already afoot for Open School Day and the Xmas Faculty Show, and there are strange portents in the air and on the bulletin board. Only this morning a cryptic notice appeared over the time clock: 'Advanced Algebra will be offered next term until further notice.' I don't know what it means, either; nor what 'minimal standards and maximal goals' means—it's a problem of communication.

Communication. If I knew how to reach them, I might be able to teach them. I asked them to write for me what they had covered so far in their high school English, and what they hoped to achieve in my class. Their papers were a revelation: I saw how barren were the years they brought me; I saw how desperately they need me, or someone like me. There aren't enough of us. Yet—with all my eagerness to teach, teaching is the one thing Calvin Coolidge makes all but impossible.

To the outside world, of course, this job is a cinch: 9 to 3, five days a week, two months' summer vacation with pay, all legal holidays, prestige and respect. My mother, for example, has the pleasant notion that my day consists of nodding graciously to the rustle of starched curtsies and a chorus of respectful voices bidding me good morning.

It's so good to have you to write to!

Love,

Syl

P. S. Did you know that in New York City there are more than 800 schools, over 86 high schools, and about one million pupils? And that out of every 100 children who start school, only 15 go on to receive a college diploma? For most, this is all the education they'll ever get.

12. A Doze of English

In answer to your question what we got out of English so far I am answering that so far I got without a doubt nothing out of English. Teachers were sourcastic sourpuses or nervous wrecks. Half the time they were from other subjects or only subs. One term we had 9 different subs in English. Once when Dr. Bester took our class I got a glimpse of what it's all about but being the Head he isn't allowed to teach.

Also no place to learn. Last term we had no desks to write only wet slabs from the fawcets because our English was in the Science Lab and before that we had no chairs because of being held in Gym where we had to squatt.

Even the regulars Mrs. Lewis made it so boreing I wore myself out yawning, and Mr. Loomis (a Math) hated