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Notes from a Boy @ The Window

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Notes from a Boy @ The Window

Monthly Archives: October 2013

The Things I Can’t Say

28 Monday Oct 2013

Posted by decollins1969 in 1, Boy @ The Window, Carnegie Mellon University, Christianity, culture, Hebrew-Israelite, Marriage, Mount Vernon New York, Pop Culture, race, Religion, University of Pittsburgh, Work, Youth

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616, 616 East Lincoln Avenue, Competition, Happy Birthday, Intervention, Jealousy, Life, Mom, Mother-Son Relationship, Sharing, Silence, Trust


U.S. Route 66 shield, made to the specifications of the 2004 edition of Standard Highway Sign, January 27, 2006. (SPUI via Wikipedia). Released to public domain.

U.S. Route 66 shield, made to the specifications of the 2004 edition of Standard Highway Sign, January 27, 2006. (SPUI via Wikipedia). Released to public domain.

Today was my Mom’s sixty-sixth birthday. I’m just beginning to come to grips with the fact that Mom’s a senior citizen, considering that she was only twenty-two when she had me in ’69. It’s been a roller coaster ride through hell, with many downs and only a handful of ups over those years. The one casualty in those years that we haven’t overcome has been the ability to share everything that has been my life with her, especially in the last decade.

I learned the hard way sixteen years ago that the lack of distance in age between me and Mom resulted in a sort-of competition. It was one of which I hadn’t been aware until ’97. It involved higher education, finding work and finding full-time work. It involved friendships and relationships, God and church, and finding a passion for a calling. Week after week, and year after year, from ’87 to ’02, I talked on the phone or at 616 with my Mom about these situations and issues. Only to find that my triumphs and failures were only a point of comparison for her, and not a conversation involving life and lessons.

When I finally realized this in ’97, and did an intervention involving my family on this and other issues in ’02, it was the third most emotionally painful thing I’d ever been through. I had to decide how I should talk to my Mom moving forward. I made the choice to not share significant parts of my life with Mom. From that point on, I chose to not discuss any victories or struggles in my jobs, in finding work, in consulting or teaching with her. Nor have I talked about my marriage’s ups and occasional downs, my writings, my publications, my projects, my hopes, my dreams, my fears, or my struggles. Mostly, I’ve only talked about my son and his glacial journey toward adulthood, the weather, my siblings, or something in the news that may be funny or relevant.

Ginsu 9-Inch Japanese Stainless Steel Slicer, October 28, 2013. (http://www.amazon.com).

Ginsu 9-Inch Japanese Stainless Steel Slicer, October 28, 2013. (http://www.amazon.com).

This has been the case since the summer of ’02. Uncomfortable silences and frequent struggles to think about what to actually discuss that could have real meaning, have been what this has meant for the two of us. Given her response to the intervention I conducted in January ’02, I can only imagine what Mom’s response would be to Boy @ The Window. On the one hand, she would act unimpressed, as if I’d written a book about organic chemistry and nanotechnology. On the other hand, my Mom would likely be seething behind her ho-hum mask, ready to rip my throat out for airing family secrets and dirty laundry. (I actually dreamt as much the other night, being at a book talk with Mom coming over the table, slashing at me with a Ginsu knife).

I haven’t been angry with my Mom for years, and I forgave Mom for any mistakes she made regarding me growing up years ago. But I know my Mom well enough to know that our relationship could never be an adult mother-son one, where I get to be an adult and her son at the same time. Part of that means me remaining silent about a significant part of my life, including a memoir in which she’s a main character. It’s too bad, yet it’s also the way it must be. For my emotional sanity, as well as for hers.

Why Students Need Teachers Who Look Like Them

24 Thursday Oct 2013

Posted by decollins1969 in 1, Boy @ The Window, culture, Eclectic, Mount Vernon High School, Mount Vernon New York, Politics, Pop Culture, race, Youth

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Black Teachers, Diane Ravitch, Diversity, Education Reform, High-Stakes Testing, Mount Vernon public schools, Nathan Hale Elementary, Reign of Error (2013), Teach for America, Teachers of Color, Teaching, Wendy Kopp, William H. Holmes Elementary


Wendy Kopp and Diane Ravitch head-to-head, Aspen Ideas Festival, Aspen, CO, June 28, 2011. (http://www.aspenideas.org/).

Wendy Kopp and Diane Ravitch head-to-head, Aspen Ideas Festival, Aspen, CO, June 28, 2011. (http://www.aspenideas.org/).

Not exactly the most precise title I’ve ever written. But it does get to a sensitive point for many involved in education and so-called  reform. Between Wendy Kopp and Diane Ravitch — especially since the publication of Ravitch’s latest and most comprehensive salvo Reign of Error a couple of months ago — it’s been hard for anyone to get a word on K-12 education into the national dialogue. Kopp’s running around ringing the educational Armageddon bell, while Ravitch has all but revealed the likes of Kopp, Michelle Rhee and Dr. Steve Perry as money-hungry reformers who wouldn’t know reform if it bit them in their derrieres.

The debate over high-stakes testing and anti-union teacher effectiveness models has put aside so many other conversations on improving K-12 education. So many that the average person may think that test scores and teacher training are the only issues on the table for reform, whether from the perspective of false prophets like Kopp or actual experts like Ravitch. For me, the one effort that has been neglected over the past decade and a half has been one to diversify the teaching profession, on the basis of race, gender and even levels of expertise.

It’s taken my son’s five-plus years of education in Montgomery County Public Schools to fully appreciate how unique my own time in an integrated school setting in Mount Vernon, New York truly was. From first through sixth grade, at Nathan Hale and William H. Holmes Elementary Schools, four of my six teachers were African American. But it wasn’t just that they were Black. The one thing that Ms. Griffin, Mrs. Shannon, Mrs. O’Daniel and Mrs. Bryant all had in common was their high expectations of me and my classmates. They were kind, but also no-nonsense teachers. They gave me a hug when I needed one, and a slap on the butt (in O’Daniel’s case, nearly literally) when I needed it.  By the way, they frequently made school fun, too.

No reflection of self in the mirror, October 24, 2013. (http://mailfeed.blogspot.com/).

No reflection of self in the mirror, October 24, 2013. (http://mailfeed.blogspot.com/).

They also dared to venture beyond the state-mandated curriculum to infuse it with materials about everything from Black history to the Maya, from reading our standard textbooks to encouraging us to discuss the Camp David accords (Menachem Begin, Anwar Sadat and President Jimmy Carter) and the Iran hostage crisis. Mostly, I learned more about what I’d face from the world in terms of race, gender and class from these teachers than from all the rest of my teachers combined (other than Harold Meltzer).

I would’ve liked some more male teachers of color, particularly once I became part of Humanities at A.B. Davis Middle School in seventh grade. In fact, between Dr. Larry Spruill and Dr. Hosea Zollicoffer, they were really the only Black male teachers/administrators I saw between end of sixth grade and my junior year at the University of Pittsburgh, a span of almost nine years. As it was, administrators and teachers like my seventh grade math teacher Ms. Simmons, along with Brenda Smith, Spruill and the handful of other I encountered often looked at me as if I was the cursed Son of Ham, or, rather, some weird version of whom they considered Black. At least, respectable and Black. Still, they served as reminders that not all teachers were White and female, if only that. (But, I digress…)

Now, I know what some of you may say. It shouldn’t matter what the race of the teacher or administrator is, as long as they care about the students. That The New Teacher Project (founded by Rhee) and Teach for America (founded by Kopp) provide alternative opportunities for professionals of color to enter the teaching profession. No they don’t. Not really. They provide an elitist version of Peace Corps for impoverished urban and rural school districts for folks who often do not stay in teaching for the long-term (beyond four or five years), only to then move on to graduate school, law school or Wall Street.

Reign of Error (2013) by Diane Ravitch, front cover. (http://bn.com).

Reign of Error (2013) by Diane Ravitch, front cover. (http://bn.com).

My teachers to a person remained teachers until they received promotions, retired or passed away. But they could stay teachers (and later become administrators) because they weren’t trying to reform education. They saw themselves as part of a larger community, helping to nurture children, not just educate them. They had the autonomy and parental support necessary to do so. And they didn’t have an atmosphere where they lived in fear of their jobs in case the students’ SRA scores dropped between 1979 and 1980 or between 1980 and 1981.

Despite my experiences and the experiences of my generation of students, the money grubbers of K-12 education reform will continue to insist that public education is at Def Con 1, and that we should launch our proverbial nukes in a pre-emptive strike to reform it. The sad truth is, in places like Texas and Philly and Chicago, their warheads have already gone off, irradiating school districts, poor students and students of color alike. And all without dealing with issues involving poverty and diversity in the process.

On Regrets and Forgiveness

22 Tuesday Oct 2013

Posted by decollins1969 in 1, Boy @ The Window, Christianity, culture, Eclectic, Hebrew-Israelite, Jimme, Mount Vernon High School, Mount Vernon New York, New York City, Pop Culture, race, Religion, Youth

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Child Abuse, Domestic Violence, Forgiveness, Indecision, Love, Maurice Eugene Washington, Maurice Washington, Mother-Son Relationship, Regret, Regrets, Second-Guessing, Self-Reflection, Unforgiveness


Emily Flake's "You only regret the things you don't do, Johnston," February 28, 2011. (http://newyorker.com)

Emily Flake’s “You only regret the things you don’t do, Johnston,” February 28, 2011. (http://newyorker.com)

One of the things I’ve read and heard from others so far about Boy @ The Window since April has been about catharsis. As in, “this book must’ve been cathartic for you.” I’ve said in response, “Yeah, it sure has.” But that’s not been the whole truth. In more than a few respects, Boy @ The Window has opened up a Pandora’s box of wounds I’d kept locked for years and years.

This might surprise some folks, especially the ones who attended Mount Vernon public schools, Humanities and specifically Mount Vernon High School with me. But there is a dark side to being me. Beneath my well wishes, good graces and generic smile has also been a person with deep regret, repressed anger, smoldering rage over what by far were the worst years of my life. All of which has translated into a person whose worst days since are days of blame — almost always of and for myself. I can forgive almost anyone or anything — my late idiot ex-stepfather, my father Jimme and his years of alcoholism, friends or superiors who’ve attempted to take advantage of me.

The Physics of a Bottomless Pit, February 27, 2013. (MatsuKami of deviantART via http://www.scienceblogs.com).

The Physics of a Bottomless Pit, February 27, 2013. (MatsuKami of deviantART via http://www.scienceblogs.com).

Yet there’s one person I’ve found very hard to forgive — myself. I hold myself to such high standards that it would be impossible for anyone other than Jesus to meet. And God knows I’m not perfect. But in looking at my past, my growing up years in Boy @ The Window, I’ve found that so much of my life’s force and energy has gone into redeeming myself for having to live through those terrible, terrible years. Even though I’ve been at a place in my life in which I’ve pretty much known myself, my passions, my calling, my abilities and limitations, for the better part of twenty years. Until recently, though, I hadn’t given myself any breaks from my past. Putting it under lock and key obviously didn’t work, and airing it for the world to read — while beneficial — had brought with it a truck-load of emotions that I had yet to work through.

As I wrote at the end of Boy @ The Window:

I can say without a doubt that Humanities did make a difference in my life. I wouldn’t be the person I am today without those six bittersweet and indifferent years. It makes any setback I might suffer today seem small and laughable by comparison. There are things I wish would’ve happened, things that would’ve made it easier to enjoy life and savor glorious moments even now. I wish Humanities had been as serious about developing me as a writer as it was about accelerated math and science classes. I regret not asking Phyllis out for a date. I lament not revealing more about the tragedies of my family life or my keen sense of humor to the few classmates and teachers I had some bond with, however weak. I wish I had trusted my instincts and never worn that kufi to Holmes or Davis. I know I should’ve stayed with football or tried out for basketball. And I wish I had the opportunity as a twelve-year-old to kiss Wendy one time. Admittedly, there’s a part of me that wishes I could kiss her now.

I imagine that if I had done all of these things, I would’ve been even more bruised up (especially in the case of Wendy), but at least I could’ve said I tried. Instead of looking back at my past and picking it apart like a forensic vulture.

But my deepest regret, and one that I hadn’t forgiven myself for, at least until recently, was for not calling the cops on my then stepfather after he beat up Mom on Memorial Day, Monday, May 31, ’82. Between my near-photographic memory and my training as an academic historian, it’s been hard to look at my past without reliving it.

How do you mend a broken heart?, 2005, October 22, 2013. (digitalman via deviantART at http://deviantart.net).

How do you mend a broken heart?, 2005, October 22, 2013. (digitalman via deviantART at http://deviantart.net).

I hadn’t figured out that I hadn’t forgiven myself until a few weeks ago. I realized that I hadn’t let go of the worst of my past. Now, letting go doesn’t mean that you forget your past, bury it or repress it emotionally. For me, it simply means not reliving the moment as if it happened last week instead of thirty-one years ago. To treat the moment as a memory, an important reminder that I am not Superman, that I couldn’t have saved my Mom from domestic violence anymore than I could’ve saved myself from poverty as a twelve-year-old.

You know, when I was younger, I thought that I didn’t have any regrets, any resentment or any dark side from growing up the way I did. We all tend to believe that pushing forward to a brighter future will take care of our past. That’s simply not true. We need to live in the present in order to achieve that brighter future. That means working through our pasts, and then letting it go. I should know.

Teach for America: Political Juggernaut for Privatization

21 Monday Oct 2013

Posted by decollins1969 in Uncategorized

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If y’all aint readin’ Diane Ravitch on the pitfalls of falling blindly in line with the education reform movement, then you’ve been hoodwinked…

Diane Ravitch's blog

Stephanie Simon has written a blockbuster article that describes how Teach for America has enlarged its goals.

It is no longer just an organization that trains young people to teach in low-income schools.

It is, as she puts it, “a political powerhouse” that is seizing control of education in district after district, state after state, funded by rightwing millionaires and billionaires.

The far-right, anti-union Walton Foundation is one of TFA’s biggest funders.

So is Arthur Rock, a San Francisco venture capitalist, who pays the salaries of TFA staffers who work in key offices of Congress, protecting the interest of TFA. Rock is a big supporter of vouchers.

Wherever there is advocacy for vouchers and charters, there you will find TFA.

And their numbers are growing, fueled by their vast treasury, and their ability to fool young people into thinking that they are “progressive,” when they have become the frontline soldiers…

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Major Change

18 Friday Oct 2013

Posted by decollins1969 in 1, Academia, Boy @ The Window, culture, Eclectic, Pittsburgh, Politics, race, University of Pittsburgh, Youth

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Changing Majors, College Majors, Colleges & Universities, Computer Science, History, Mother-Son Relationship, Paul Riggs, Poverty, Psychology, University of Pittsburgh


College Major Cartoon. Source: http://choctawsap.blogspot.com

Twenty-five years ago on this date, I made a most important educational decision. Despite my fears, my mother’s misgivings and my former Humanities classmates’ mockery, I changed my major from Computer Science to History. I’d been thinking about making this change since the middle of my first semester at Pitt, but decided against it at first because I knew that it wouldn’t be easy to make enough money to live on as someone with only a bachelor’s degree in History. Luckily my former TA Paul Riggs, a grad student in the History Department at Pitt, helped a lot in convincing me to “follow my heart,” as he put it. It was my third semester, my sophomore year, when I finally had the guts to come out of the closet academically.

The semester went well despite my five days of homelessness and the two months of financial strife that followed. It turned on another nail in my upbringing’s coffin. In addition to Biology, Psych 101, and General Writing, I was taking History of Art and Assembly Language, the last as part of my Computer Science major. Playing around with codes that related to “011000100101010000010” all the time drove me out of my mind with frustration. It was after our first major programming assignment that I recognized the problem. “I’m going to school for Mom and not for me,” I said to myself one late evening after running the debugger software at my CIS job. I had a major decision to make.

On the eighteenth of October, I went to the College of Arts and Sciences office on the eighth floor of Cathedral and changed my major to History. I then walked to Thackeray and withdrew from my Assembly Language course. Boy, did that feel good!

Then I called Mom from William Pitt Union to tell her my good news. She was completely quiet for a good ten seconds.

“What are you gonna do with a degree in history?,” she asked with shock in her voice.

“I don’t know yet, Mom, I don’t know. But I do know that I’ll graduate if I major in something I love.”

“All right, are you sure?,” Mom asked more directly. She already knew I was.

Choices Picture. Source: http://collegejolt.com

Choices Picture. Source: http://collegejolt.com

Looking back, it was probably the best academic decision I made while I was an undergrad at Pitt. My mood, my approach to life, my thinking of the future, all changed that semester. I could’ve easily majored in English writing or Psychology, given the way I see myself now.

But that’s what made majoring in History a wonderful experience. Studying history involved multiple disciplines for me. A great knowledge of history was much more than dates, names and events. It was about understanding the human condition, our attempts at greatness, our exhibition of behaviors that would be considered savage by savages. The ability to write about and analyze critical issues in American and other histories, including apartheid and slavery in South Africa, Latin American revolutions, and the resegregation of Pittsburgh Public Schools through magnet schools. Not to mention looking at the writings of other historians and other scholars in other fields. Most of all, I learned a lot about myself in the process of following a part of my passion.

Still, there were and are practical issues in pursuing a major that doesn’t have a direct relationship to jobs on the job market. I didn’t want to teach high school, and I needed to go to grad school if I wanted to be a professor or scholar. Having come through on the other side, I can say that I learned how to have fun while learning again. That’s what undergrad is for, after all, as the average student changes their major three times in five years. If I had figured out how I was a writer first and a historian second, I would’ve done something different for my master’s degree. But with my major in history, I wouldn’t change a thing.

It’s after finishing my history degree at Pitt in ’91 where, looking back, I’d make a few changes. A master’s degree in education or psychology — not so bad. A PhD in education policy & foundations would’ve likely been a better choice in terms of making my career transitions smoother. I would’ve figured out that I wanted to write Boy @ The Window much sooner than the end of ’02. This is what makes life interesting, though. So many twists and turns, so many times to embrace change, especially if it is for the better.

“I Am Become Columbus, Destroyer of Worlds”

14 Monday Oct 2013

Posted by decollins1969 in 1, Academia, Boy @ The Window, Christianity, culture, Eclectic, Mount Vernon High School, Patriotism, Politics, Pop Culture, race, Religion, Youth

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American Indians, Christopher Columbus, Columbus Day, Diseases, Enslavement, Exploitation, Genocide, History, Indigenous Groups, J. Robert Oppenheimer, Native Populations, Teaching and Learning


Dióscoro Teófilo Puebla Tolín, First landing of Columbus on the shores of the New World, at San Salvador, West Indies, 1862 (published 1892, Currier& Ives). (Dantadd via Wikipedia). In public domain.

Dióscoro Teófilo Puebla Tolín, First landing of Columbus on the shores of the New World, at San Salvador, West Indies, 1862 (published 1892, Currier& Ives). (Dantadd via Wikipedia). In public domain.

The title kind of says it all, no? On this Columbus Day, 2013, we should all acknowledge this as the beginning of the inadvertent (and frequently deliberate) genocide conducted against the indigenous groups that made up the Western Hemisphere as of October 12, 1492. The day that Christopher Columbus “discovered” America — as if First Nation tribes or Native Americans or American Indians were looking to be discovered — was the first day of more than half a millennium’s worth of physical and psychological assault on the peoples of the Western Hemisphere.

I talk about this in all of my courses — US History, World History (when I get to 1500 CE), and African American History. I describe how this notion of discovery was pretty much invented in the nineteenth century, to create a mythology about the greatness of God-fearing Europeans (and, in the US context, Americans) and their pre-ordained but altruistic triumph over the heathen Indians, those “noble savages.” I go over the fact that the Eurasian diseases that the Spaniards and other Europeans brought with them to the Western Hemisphere wiped out tens of millions of the indigenous between 1492 and 1700. Smallpox, measles, mumps, rubella, bubonic plague, chicken pox all helped reduce a population that experts have estimated to have been between 70 and 100 million at the time of first contact to between seven and 10 million by the end of the seventeenth century.

Drawing accompanying text in Book XII of the 16th-century Florentine Codex (compiled by Fray Bernardino de Sahagún, 1540–1585), showing Nahuas of conquest-era Central Mexico suffering from smallpox, September 11, 2009. (Wikipedia). In public domain.

Drawing in Book XII of Florentine Codex (compiled by Fray Bernardino de Sahagún, 1540–1585), showing Nahuas of Central Mexico suffering from smallpox, September 11, 2009. (Wikipedia). In public domain.

I talk about Columbus’ second voyage, where he helped establish the first European settlement in what is now Haiti and then in the Dominican Republic, all while searching for gold, enslaving Arawak Indians and engaging in full-fledged battles. Just a year and a half after the first, glorious “discovery!”

The justification, of course, was and often remains that Europeans were civilized Catholic Christians, whereas these half-dressed natives were hedonistic polytheists. Even now, we often get caught up in the human sacrifice rituals of the Maya and Aztecs and somehow use that as justification for exploitation, slavery, and the inadvertent wiping out of whole cultures — worlds, if you will. It’s a justification that should make any believer in a higher power queasy, and any non-believer extremely angry.

I’m disappointed. We still sugarcoat the real meaning of Columbus Day for people of all ages. I began to learn about all of this in fifth grade (thank you, Mrs. O’Daniel), in October ’79. But I didn’t come to know most of the full story until high school. Even then, no one — not Flanagan, Zini or Meltzer — mentioned disease, exploitation, slavery and warfare as the genocidal combination that essentially handed Western Europeans the Western Hemisphere. I guess they either didn’t know or thought that it would be too painful a lesson to teach fourteen-to-eighteen year-olds.

As J. Robert Oppenheimer said in ’65, twenty years after the Manhattan Project’s success in creating the world’s first nuclear bomb, “Now I am become Death, the destroyer of worlds.” Well, one doesn’t have to have God-like powers or be a Hindu deity to create large-scale human suffering, as was the case with Columbus. All one really needs is the conviction necessary to treat other humans as if they are only meat with brains and eyes.

God, Graviano and Darwin

10 Thursday Oct 2013

Posted by decollins1969 in 1, Boy @ The Window, Christianity, culture, Eclectic, Hebrew-Israelite, Mount Vernon High School, Mount Vernon New York, Politics, Pop Culture, race, Religion, Youth

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Atheism, Biology, Charles Darwin, Creationism, Evangelical Christianity, Evolution, God, Higher Power, Identity, John Graviano, Politics of Religion, Salvation, Self-Discovery, Self-Reflection, The Universe


Galaxies in clusters/ superclusters of  dark matter filaments,  as part of Pan-STARRS sky survey, July 17, 2010. (Boylan-Kolchin/The Virgo Consortium/Durham University/PA Wire)

Tens of thousands of galaxies in clusters/superclusters of dark matter filaments, as part of Pan-STARRS sky survey, July 17, 2010. (Boylan-Kolchin/The Virgo Consortium/Durham University/PA Wire)

From Boy @ The Window, circa October ’83:

Bio with Mr. Graviano did provide some answers for me beyond the science. The man was also an assistant coach for MVHS’ basketball team. Although I know he loved basketball, Graviano was a heck of a science teacher. He didn’t do anything particularly exciting. He just made it seem as if we were learning how to tie our shoes when he was teaching us binomial nomenclature or the difference between mitosis and meiosis. Graviano began the year with Charles Darwin’s trip aboard the HMS Beagle to South America and the Galapagos Islands in the 1830s, observing finches and developing his theory of natural selection. We were learning about Darwin and evolution, something I knew flew in the face of my family’s Hebrew-Israelite beliefs. Despite that, what I learned in Biology every day made more sense to me than attempting to interpret the first chapter of Genesis or Balkis Makeda’s dreams warning us against the imperfect science of intellectual types like Darwin. What surprised me more was the fact that no one in our class questioned Graviano or the fact that he was teaching evolution, at least not in the open.

Biology gave me food for thought. I understood the science, the process of natural selection and mutation, the reality that over numerous eons life gradually evolved on earth to include intelligent mammals, primates, and humans. At the same time, we were being taught in temple that God had created or reclaimed (depending on interpretation) the earth in six days or six thousand years. The reclamation interpretation left room for everything that science said had occurred prior to the ascent of modern humans. The creation story obviously didn’t. I was confused, having to reconcile the scientific method with religious beliefs. I solved the problem in my own mind by choosing to stand on the reclamation interpretation of Genesis’ first chapter. But that didn’t completely satisfy me.

It was part of a long but interesting period that led me to become a plain old, nondenominational Christian by April ’84. But at this point in the Boy @ The Window story, I was literally caught between the stupidity of being a Hebrew-Israelite and the idea that there wasn’t a higher power at all.

Yet, despite Graviano’s class, I couldn’t wrap my head around the idea that evolution was a random process. To me, that seemed to approach the ridiculous. Biological evolution’s hardly been perfect. But one completely random set of changes built upon another set of completely random changes over three or four billion years likely doesn’t yield life on this planet in its current state. Too many patterns for me reflected in biology, mathematics and — as I’d learn in a couple of years — physics to accept evolution as a completely random process.

Portrait of Charles Darwin, by George Richmond (circa 1838), October 15, 2012. (Jdcollins13 via Wikipedia). In public domain.

Portrait of Charles Darwin, by George Richmond (circa 1838), October 15, 2012. (Jdcollins13 via Wikipedia). In public domain.

That was really my only sticking point. For my ninth and tenth-grade classmates, though, I couldn’t believe their stone-faced silences over the Darwin story. I knew that some of them held beliefs that ran completely counter to the idea of evolution. Some, even, were likely what we now call evangelical, literal-interpretation-of-the-Bible Christians. Yet they were as silent as comatose patients for most of the first marking period. What I learned a little later on in life was that silence was as much a form of protest or disapproval as outright vocal opposition.

As for me, I found the processes of mutation, mitosis and meiosis fascinating. I felt as if I was learning a small but important secret about God and the universe. That both — if one believes in God and has some understanding of the universe — have intellectual and scientific minds. Graviano, through his mechanical teaching style, was at least able to convey that to us, if any of us paid close enough attention.

If Graviano opened my eyes to modern science and the understanding of life on its most basic level, Yom Kippur ’83 opened me up to understanding why I no longer put my trust in Maurice’s God.

I guess if I hadn’t already been in the midst of a spiritual identity crisis, I wouldn’t have used my classes in ninth grade as my way of figuring out how to rebuild my identity, and in the process, figure out what and in whom I wanted to believe. Too bad folks who now run things in this country never took one moment’s time to do the same.

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Boy @ The Window: A Memoir

Boy @ The Window: A Memoir

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