I don’t often couch stories with extraneous information, but here it seems relevant. If you’re not interested, please continue on to the story, which I feel is just as good without.
My friends know (my family may not) that I loathed Plano with every inch of my being while I was there. It started with the classroom and moved further out to the manicured lawns and streets. My entire sentient life there I spent attempting to leave in one form or another. Not the least reason for my frustration was my consistent poor performance in school.
That’s not to say that I tried really hard and failed. I hardly tried and rarely failed, but I was always looking for something that just didn’t seem to be there. Who knows at this point what it might have been, but as my life has progressed, I think the desire has morphed into a search for a mentor, for somebody to believe in me or perhaps just see me for my potential. Teachers, for all their intentions, seem to me incapable of fulfilling this role. I discuss this more in an article on Sadi Ranson-Polizzotti’s Tant Mieux, but suffice to say that teachers have to concern themselves more with your test scores than your potential out of mere practicality.
Some have argued with me, saying that my English teachers’ collective challenge to my ability could have been applied reverse psychology, hoping to make me shape up by telling me that half-assing it wouldn’t cut it. Perhaps if the fact of my performance in the classroom had been limited to one or two teachers, or even to five, I might agree that it’s possible. However, I nearly failed every English course I ever took in high school, I actually failed the only English course I took in college, and the closest course to an English course in my post-grad work is the closest one in which I came close to receiving less than an A.
Another theory, posed by no one who knows me but one I have to pose just to prove the example, is that I can’t think critically. Since I don’t cover all of the angles to any given topic, I deserve my low grade because it’s symptomatic of half-assed work. Well, my work history in addition to standardized test scores disagree with this theory, and hopefully there’s ample proof on this blog alone that such is not the case.
I posit, therefore, that English teachers simply didn’t understand. They didn’t see the promise in my essays not because it didn’t exist but because their academic dogmatism kept them tied to more traditional approaches (those things very near plagiarism that was call “essays,” as much a violation of intellectual property–even if the owner is long dead–as any basic example of unsolicited remix). Call me arrogant if you want, sure, and empty of promise, but in my opinion, English rooms are sterile and stifling environments that squelch creativity and independent thought. I have no love for them at all and, as soon as I had the choice in my academic career, avoided them to what I consider my benefit.
Of course, what’s happened here is that I’ve moved from loathing Plano and it’s English departments to loathing English teachers in general. Baylor had nothing to do with the PISD, and Emerson College in Boston, MA certainly bears no connection. So what do I do with this leftover rage towards Plano, most of which was tied up in my inability to make my peers there understand either my frustration with them or merely my simplest thoughts, a basic communication dilemma that continues to exist to this day? Well–and fuck you, Mani–I still hate Plano, even if I can forgive it this slight little bit.
Though in the English hall and an English classroom or Jasper High School, I chose Creative Writing because Ms. Young sold me its distinct image. Her classroom buzzed with energy because of her youth and zeal; unmarried and unburdened by the relentless years of classroom experience that weather away the beautiful composite face comprised of the students who supply her reason for having chosen education as a career, she’s decided to teach a course no other teacher felt willing to shoulder but which helped Plano appear more well-rounded. I’ve never found diversity (especially of thought) in an English classroom, but I decided to give her new course a shot.
Fifteen minutes before the bell rings, Ms. Young asks everyone to stop writing and requests that someone read the work they had accomplished that day. I look around at all the other students, a few of whom keep their eyes down while others look around like I do; white faces all around. No one looks at Ms. Young while she scans the room, afraid to volunteer by eye contact. She really is quite pretty with her long, thick brown hair and her pale but hopeful eyes. Her mouth hangs slightly open as her head turns from side to side, and her body, red sweater, and brown skirt are motionless. When I look away from her, my eyes land on the inspirational poster on the door about walking in footprints on the beach; I roll my eyes, keep my head down.
Marissa leans over and puts her hand on my shoulder so she can whisper, “You shouldn’t be afraid.”
I don’t turn my head to look at her, but I smirk. “Neither should you.”
“I’m not. I didn’t write anything.” I can imagine her crafty smile, resting lightly upon her pretty but slightly scarred face. She’s allergic to her own sweat, which causes her face to constantly break out. I look over my shoulder to make sure it’s there, pleading with me like I expect.
We chuckle quietly together, and I resign to volunteer. I can’t quite claim an alpha personality, and my decision doesn’t really stem from a desire to save Marissa from potential embarrassment. I feel compelled to end inefficiency in how my class spends its time when the silence drags on vulgarly.
Ms. Young smiles at me while I tremble in front of the class, my nerves suffering under a weird mix of terror and excitement. There’s only twelve students scattered amongst the tables in the classroom. I know everyone in here by name. I shouldn’t feel scared of them.
A wizard stands on a cliff ledge overlooking a village that trusted him for protection. (Already the shaking has subsided.) The flames from the village are strong enough to light his face, scarred more than wrinkled, experienced more than wise. (I forget the classroom; only the page and my scrawl exist.) He has failed them; he wants to shoulder their burden, the weight of his failure measured out by the ashes of burnt homes and the bodies of murdered victims, but finds himself unable. (I am the wizard; no, I am his sorrow and his guilt. No, I am the world he wants to bear. No.) His arms reach towards the stars as he screams out a long, undulating cry to the heavens: “I’m sorry!” (I’d never make it as an actor; I’m suddenly conscious of the other students again.) He leans forwards, finds himself capable after all.
I beam with pride. Students applaud lightly and nervously, not really sure about what they’ve just heard. Marissa smiles, the vain Catholic. The bell rings, and she and the other students bolt. I return to my seat and shove the paper in haphazardly.
“I don’t get it,” says Ms. Young.
I answer her quietly: “I know.” I’m not sure she hears me.
I leave the classroom without discussing the story with her. It wasn’t complicated, or maybe it was, but at any rate my mind had rushed to other subjects than my creation. Ms. Young had implied a request for me to breakdown the story; she had asked for me to treat it like literature and explain it to her. She claimed that she didn’t understand, but could she really not have? I wonder briefly, Can my incomprehensibility cover my life to such an extent as to umbrella every instance of communication, both the fantastic and the academic?
I leave the carpeted English corridor and emerge over the polished tile of the hallway. In front of me, a metal banister splits the stairway in half. I approach it and rest my right hand on it, looking at the reflection of a florescent light obscured by my head and shoulders, the floor too opaque to show my reflection in detail. The bell rings for class to begin, but I’m lost in thought and not the type of student who frets over punctuality anyway.
English teachers pose literature as my nemesis with their superficial questions and their polite challenges and impolite grading, but I know truth doesn’t reside in rebellion. I don’t want to feel the weight of the world of ideas in my mind or to criticize anyone’s arrangement of words in an educated manner, but not because I don’t enjoy reading or thinking. Actively engaging a story takes away the passive pleasure of reading it, and I’m content with the passive pleasure, aren’t I, the satisfaction of writing, of reading, of thinking abstractly without criticizing specifically? I would have to submit to my formally recognized enemy, my teachers, if I engaged a work actively, wouldn’t I?
I’ve been told that by imposing academic structure on my mind, I will broaden my understanding of the world and multiply the number of subjects I can ponder. But the fact of the matter is—as I prove when I sit in the reigning creative silence of Ms. Young’s room—that I can hardly get my mind to shut up. The last thing I need from it is coherent categorical thoughts.
I utter words and phrases that apparently only I can understand. I formulate ideas that only I can stomach, only my tongue decipher. I’m not convinced that educating myself in the manner my teachers have suggested will help them understand me. Not only do I doubt their conjectures, I feel almost certain they are wrong.
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Author: Greg Freed