Tag Archives: African American History

My Friend Matt

07 Friday Sep 2012

Posted by in 1, Academia, Boy @ The Window, culture, Eclectic, Politics, Pop Culture, race, Youth

≈ 2 Comments

Tags

, , , , , , , , , , , , ,


Beavis and Butt-head titlecard, May 21, 2012. (Nerd 101 via Wikipedia). Qualifies as fair use under US Copyright laws due to image’s low resolution.

Over the past couple of years, one of my son’s favorite bedtime stories has been about a character I named Matt (see my post “Crush #1 and Other Bedtime Stories” from July ’10). Having a friend with superhuman farts or a friend who belts out ’80s pop tunes while beating up some of the other characters isn’t exactly based on my growing up experience. In the case of Matt, his character was one that always over-explained things — like why 2+2=4 — and wanted to play Canasta in the middle of a basketball game.

Buried in all the ridiculousness and hyperbole around the character was a real-life friend named Matt, whom I met twenty years ago this month. Matt was in my African American History graduate seminar at Carnegie Mellon University in the fall of ’92. I took the course on the advice of my eventual advisor Joe Trotter, whom I had met that spring at my first academic conference at Lincoln University (see my “Meeting Joe Trotter” post from May ’12). I decided to take the course because my history grad program at Pitt didn’t have anything close to a course on Black historiography. In fact, I couldn’t find a course that would even approximate a graduate seminar in African American studies at the University of Pittsburgh in ’92.

I was one of seven students in the course, with two women (one of whom was Black and in her thirties) and three young White males, though not as young as twenty-two year-old me. And there was Matt, the first Black male I’d seen in either my own or Carnegie Mellon’s History PhD who wasn’t me. What I noticed immediately was the fact that in our Tuesday 9:30-12:30 course, Matt was the only one who spent the first two hours leafing through the one or two books and five articles we were to read every single week. Leafing, because as it turned out, Matt had already finished all of his coursework for the doctorate. He was auditing the course, and rarely read anything for the seminar in advance.

Carnegie Mellon University logo, June 27, 2012. (Abrio via Wikipedia). In public domain.

That’s what I learned when we had our first lunch together in the cafeteria of University of Pittsburgh Medical Center, where I could get a cheap lunch before or after shooting hoops. It was then that I also noticed something peculiar about Matt. He chewed his food with his mouth half-open, where if I looked too closely, I’d notice the mix of saliva, wild rice, green beans and chicken breast being crushed by his raptor-like teeth. I never knew anyone over twelve, much less someone approaching forty, who didn’t know how to chew with their mouth closed until I’d met Matt.

Despite my observation of some weird tendencies, I found my first conversations with Matt to be exhilarating. I simply hadn’t been around anyone in my graduate school experience aside from a professor or two who was as knowledgeable about American and African American history, politics and culture as Matt. That, and the fact that he had worked in the community development corporation world as a community organizer made him an atypical graduate student, even compared to the other older perpetual-student-graduates I’d known over the previous five years.

I learned from our eatery outings — especially after the first Boston Market in Pittsburgh opened in Squirrel Hill in mid-September — that Matt was the younger son of two prominent Black/Afro-Caribbean parents, both of whom were in the social work field, both of whom had doctorates, both of whom were prominent on Pitt’s campus. His father, of course, was also an ordained minister. I could only imagine the kind of pressure that would’ve put on Matt over the years to do something meaningful with his life.

Canasta, May 31, 2007. (Roland Scheicher via Wikipedia). Released to public domain by author.

The one political argument that Matt made during the fall presidential election cycle in ’92 was the need for serious campaign finance reform. Remember, this was a good four years before McCain-Feingold, which has since of course been shredded by the Supreme Court’s Citizens United decision. Aside from that, most of what we agreed on were issues of interpretation in African American historiography and the fact that two of our classmates, Mark and Mike, were the ultimate brown-nosers. They kissed butt at times like their lives depended on it, leading to heated arguments in our seminar every week. The fact that they thought Fogel and Engelmann’s Time on the Cross (1974) was a great work on slavery said it all on these future neo-cons.

Still, while I found Matt’s contrarian Beavis and Butt-head view of the world interesting at times, I also realized that Matt spent an amazing amount of time talking. At Hillman Library, in front of William Pitt Union, in the halls of Baker Hall, at Boston Market. And as I’d learn later on, there was a great distance between Matt’s interesting and sometimes great ideas and the hard work needed to put them on paper for a committee or to put them in action in his own life.

Meeting Joe Trotter

10 Thursday May 2012

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

≈ Leave a comment

Tags

, , , , , , , , , , , , , , , , , , , ,


Conference agenda, 15th Annual Conference on Black History in Pennsylvania, Lincoln University (May 8/9 1992), May 10, 2012. (Donald Earl Collins).

This time two decades ago, I was driving my way home from a conference at Lincoln University in southeastern Pennsylvania. It was a week of more firsts that had become a small sample of a year of many firsts for me since getting into graduate school at the University of Pittsburgh in April ’91. It was my first road trip anywhere, and the first time I’d been in a car since earning my driver’s license in January ’92 (see my post “Taking the Long Road: Driver’s Delight” from January ’12). It was part of my first visit to NYC, Mount Vernon, and 616 since finishing my master’s degree.

That’s where my road trip began, Mount Vernon, as I’d wind my way to Yonkers, the Bronx, the GW Bridge, New Jersey and Philly (where I got lost twice) before ending up on the bucolic HBCU campus. I was at Lincoln University to present at my first academic conference, the 15th Annual Conference on Black History in Pennsylvania. The theme for that year’s conference was “Empowerment: Perspectives on African-American History in Pennsylvania. Somehow, the conference organizers approved me to present my paper comparing elements of intercultural education, multicultural education and Afrocentric education in Pittsburgh and Philadelphia during the 1930s and early 1990s.

Lincoln University entrance and alumni arch, dedicated in 1921, May 10, 2012. (http://lincoln.edu).

If the road trip and the presentation were the only things important about this conference, that would’ve been plenty for me in May ’92. But there was so much more to this first conference for me than driving a Ford Escort in North Philly or getting on stage for the first time since sixth grade (see my post “Peaking As A Sixth Grader” from June ’11). It was my first time around a large number of Black academicians and activists. I met Julian Bond for the first time (his father, Horace Mann Bond, by the way, had served as president of Lincoln University from 1945 to 1957). Folks from the African American studies department at Temple University attempted to recruit me for their doctoral program. Knowing that Molefi Asante was there, I respectfully declined.

Above all else, I came away with two valuable experiences that would have an effect on me for years to come. One was being in the audience for a presentation from V.P. (or Vincent P.) Franklin, whose work on Black education in Philadelphia in the 1920s and 1930s I already knew. His was an extemporaneous presentation that lasted for well over twenty minutes. It was full of quotes, links between different historians’ research, and stories. It was extremely entertaining, delivered in an engrossing public speaking style, though not like some Southern Baptist preacher, either.

I was blown away by Franklin’s presentation. Especially in comparison to the one that I’d deliver some

Conference agenda (inside pages), 15th Annual Conference on Black History in Pennsylvania, Lincoln University (1992), May 10, 2012 (Donald Earl Collins).

twenty hours later. Mine was a well-studied delivery of ten pages of excerpts from my original paper. It was okay, not exactly a winner compared to anything that I’ve done in the two decades since. For it was with Franklin’s presentation and style from the day before that stuck with me. I decided immediately after my lackluster performance to always present my work extemporaneously, to work on my public speaking skills, to understand that presenting one’s work was a very different task than simply reading from it.

The second takeaway was in meeting my eventual dissertation advisor, Joe William Trotter, Jr. I met him after the first set of presentations on Friday morning, and ended up sitting with him for part of the Friday luncheon. I learned a few things in that first meeting. Up until that day, the only Black historians I knew in the Pittsburgh area were at Pitt or somehow affiliated with Pitt, including my then advisor Larry Glasco. The fact that Joe was across the way at Carnegie Mellon meant that there was at least the hope of gaining a different perspective on African American history than the stiff responses to Whites misconstruing the Black experience.

What made this first meeting even more intriguing was that Joe was in the process of putting together a graduate seminar for the Fall ’92 semester in African American history. It would be the first time that one had been taught at Carnegie Mellon. No such course existed at Pitt, either, at least as a graduate seminar. It meant that I could expect to get something out of my second year of graduate school (and first year as a PhD student) after all. “Where do I sign up?,” I asked after hearing what seemed like wonderful news at the time.

I returned to 616 twenty years ago on this date recharged and ready for another year of intellectual growth. But I should’ve also returned with far more insight into the politics of race, academia, trust, and academic competition than I actually had. The dynamics within the conference were extremely subtle, like an ultrasonic pulse undetected by most human hearing, but there driving the subconscious crazy anyway.

I didn’t see Joe’s invite to his classroom as a competition for me initially because I was obviously all-too-desperate to move on from Pitt, but not desperate enough to join Asante’s Temple of Afrocentricity (see my post “Writer’s Start” from August ’10 for more). Joe got me, all right. I just didn’t know it yet.

The Curious Case of Mrs. O’Daniel

30 Thursday Jun 2011

Posted by in 1, Boy @ The Window, culture, Eclectic, Politics, Pop Culture, race, Youth

≈ Leave a comment

Tags

, , , , , , , , , , , , , , ,


I meant to do a post on this last month, but got caught up in other work and other posts. This one’s about the unique experience me and about thirty of my William H. Holmes Elementary School classmates had between ’77 and ’81, and my unique experience in particular. That experience, at least for me (and to a slightly lesser extent, for my classmates), was in having a number of caring, highly qualified Black teachers before we went off to the vicious worlds of A.B. Davis Middle School, Nichols Middle School, and Mount Vernon High School.

Starting in first grade in ’75, I had Ms. Griffin at Nathan Hale Elementary (now Cecil Parker Elementary), Mrs. Shannon — my first teacher crush — in third grade at Holmes, and Mrs. Bryant, a great teacher, in sixth grade. But the toughest and yet very caring of all the Black teachers I had in K-6 in Mount Vernon was Mrs. O’Daniel, my fifth grade teacher. She was the teacher that made me realize how troubled the world around me really was.

I and we learned early on how not to cross Mrs. O’Daniel. Once early in the school year, when our class was wound up and acting out, Mrs. O’Daniel threatened to “introduce [us] to the Board of Education. Do y’all know what that is?” After raising my hand, I said, “Yeah, it’s the building next door to us.” “No, not that Board of Education,” Mrs. O’Daniel said with a slight smile, “this one.” This Board of Education was three yard sticks taped together, and she tapped the palm of her left hand with it to emphasize what it was for — our behinds.

She used it on me one time, because I happened to take something that wasn’t mine from her nook in the classroom, what, I don’t remember. Five taps with the Board of Education across my hand was quite enough for me in the ’79-’80 schools.

Mrs. O’Daniel, though, did much more than provide discipline for our classroom. She spent a lot of our time that year on history, American history, African American history, reading and writing. I read parts of W. E. B. Du Bois’ Souls of Black Folk in her class that year and wrote a small and wholly inadequate book report on it. I learned about the atomic bombs dropped on Hiroshima and Nagasaki for the first time in May ’80. I learned so much about MLK and Malcolm X that year, more than I’d learn all through middle school and high school.

I also discovered how far behind some of my classmates were. We had two twelve-year-olds and a thirteen-year old in our class, and all of them read well below the fifth grade level. Mrs. O’Daniel assigned me and two other classmates the task of working with the older classmates to help them build up their reading and writing skills. That spring, I spent a month working with the oldest member of our class, going over words that I once struggled with in second and third grade. I felt bad for him, but even more puzzled about how a teenager could be stuck in fifth grade reading only on the second grade level.

There was a mystery to Mrs. O’Daniel as far as I was concerned. I still can’t remember if she’d grown up in North Carolina or Alabama, or if she had any kids or grand kids, or if her husband was still alive. When she announced in the early spring of ’80 that she had just turned sixty, we were stunned, thinking of how old sixty was compared to ten, eleven or even thirteen. She seemed a bit strange, but certainly not old beyond our knowledge that she was born in 1920. Mrs. O’Daniel was as tall as teacher as I ever had, but hardly frail or old outside of her salt and less salt hair.

She died in ’83, sometime during my first weeks in Mount Vernon High School. Some of my former Holmes classmates, who were now in Humanities in ninth grade, broke down and cried when they heard the news. I must admit, I was stunned. I’d never known anyone who had contact with me and died before. All I knew was that an older person who cared about me, about all of my classmates, had passed away.

It made me sad, but it didn’t sink in until much, much later how fortunate I was to have had Mrs. O’Daniel and Mrs. Bryant, Mrs. Shannon and Ms. Griffin as my teachers early on. I had no idea that the only teacher of color that I’d have until I reached the University of Pittsburgh would be Ms. Simmons, a first-year, seventh-grade math teacher I stood toe to toe with by Xmas ’81. I think that my understanding of African American history and culture would’ve been much more limited prior to my Pitt years if it weren’t for Mrs. O’Daniel. And for that, and so much more, I thank her.