Tag Archives: Black History

I’ve Been An Educator for 30 Years

05 Friday Nov 2021

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Me with my old Duquesne University ID, where I taught in 1998 and 1999, May 2017. (Donald Earl Collins)

It’s a bittersweet anniversary for me. Thirty years since the first time I was in a classroom as an instructor. Thirty years of providing professional development advice (because I assisted with undergraduate advising of history majors in 1991 also). Thirty years of traveling this path, whether in higher education, the nonprofit world, or as a consultant. Thirty years of being seen as “less than,” of exploitation, of disappointment, of disrespect, regardless of my degree status or age or how I dressed. Thirty years of the occasional thanks or pat on the back for a job well done. Thirty years. Maybe too long for a person who should have always put being a writer first.

It was the first Thursday in November 1991 when my advisor Larry (Laurence Glasco) had me run his brand-new course for one evening, History of Black Pittsburgh. It was one of my elective courses toward my MA in History degree, an easy-A in the midst of two core courses, third-semester Swahili, and a primary research paper project on the intercultural education movement. I had fully-charged Energizer bunny energy back then.

Larry’s History of Black Pittsburgh was an evening block course, which at the University of Pittsburgh meant that it met from 5:45 to 8:10 pm. The class met in one of the auditorium-style rooms in David G. Lawrence Hall. The object that evening was for the class to watch and then discuss/critique the documentary “Wylie Avenue Days.” It was a film about the cultural heyday of the Lower and Upper Hill District, Black “Picksburgh’s” mecca from the 1920s until urban renewal wiped out the Lower Hill to build a sports arena in 1958. The film, though, continued through the 1960s, when somehow, the remnants of the Lower Hill did not explode in uprising and riot after MLK’s assassination, but marched in massive protest instead.

I was terrified of the idea of being in front of any classroom in 1991. But with 15 of the 35 students in the course over the age of 35 — and some old enough to have met and have known the people who were in the film — my stomach did flips in the days before I had to run the class. Larry sensed this, I think, which was why he gave me this assignment to begin with. “You’ll do fine, Donald” was the only thing Larry said to me about guest lecturing that day.

Looking back, it was a pretty easy assignment. The documentary took up an hour by itself, and with a ten-minute break, all I really had to do was facilitate discussion for an hour. No big deal.

But it was a big deal. With about 20 traditional college-aged students (mostly Black, with a few brave white Yinzers), the older students would dominate the conversation about “Wylie Avenue Days,” about meeting jazz artist Billy Eckstine or swooning over Lena Horne, about how the clubs were “integrated” every Saturday night between “6 pm and 6 am.” They also discussed the need for community reliance and self-sufficiency, because shopping for clothes “dahntahn” at Horne’s, while not Jim Crow illegal, certainly could get Black Picksburghers in trouble.

We also had retired Pittsburgh Courier correspondent Frank Bolden in the classroom that night. Larry had Bolden as a guest speaker earlier in the course. Bolden would show up on occasion and just hang out and add a story here or there to provide a living perspective on something that would otherwise only be a footnote in a newspaper article or a book. Bolden was in his eighties by this time, so he had a lifetime of stories.

With so many older students and guests in the audience, I barely had to ask any questions at all. My main challenge was to find a way to get the younger students involved, but after a couple of quick comments, I realized that it was better for them to listen and learn than for me to run a more typical and less free-flowing discussion.

The older students were extremely respectful. They kept calling me “Mr. Collins” or “Professor,” even though Larry and I had told them I was just a first-year grad student. “Don’t pay that no never mind,” one of the other students said. “You up there, you a professor.” And then they kept talking about the good-old days, the sense of community on the Lower Hill, and then, the end of it all because of urban renewal and eminent domain.

The class went over by ten minutes, and the younger students began to leave. But a core group of about 10 of the students and Bolden stayed until after 8:30. The last of us didn’t leave until after 9. “Larry, I have to admit, this was fun,” I remember me saying afterward, before catching a bus back to East Liberty and home.

I have TAed for or taught 95 standalone classes in the 30 years since, helped run a national social justice and leadership development project and a national education reform project, and have directly and indirectly worked with thousands of high school, undergraduate, and graduate students since. There have been more good days than difficult ones, and more than a few great discussions and wonderful times with the 2,500 students I have taught directly. 

I must thank Larry for the opportunity, and for allowing me to use his class and classroom as a way to break out of my shell, to get over my social anxiety and other insecurities about being in front of fickle crowds. And yes, students, especially the younger ones, are a fickle bunch, more jaded these days than in the 1990s. I wonder why…

Will I do this thing called teaching another 30 years, just like Larry is still doing? I do not know. If I am doing this into my eighties, I would have to be able to teach the courses I want to teach, not the courses I am assigned or the courses that I’ve designed but are picked apart by the affluent and white who may be a little uncomfortable with my critiques of the rich and powerful, of the capitalistic and the racist. Especially as I have added American narcissism to these critiques. Ha! Here’s 30 years!

Du Bois Was a Marxist. Aye. So?

03 Saturday Feb 2018

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W.E.B. Du Bois at 82 (cropped), New York, NY, 1950. (Keystone/Getty Images). Cropped photo qualifies as fair use under US copyright law.

In recent months, a few people I know have brought up the fact that at least since the mid-1930s, the great W. E. B. Du Bois had professed himself a Marxist. The poet E. Ethelbert Miller, one of my co-panelists at a talk a couple of months back, made a point of interrogating notions of Blackness with the idea that Black activists were/are afraid to identity Du Bois as a Marxist. Certainly by the time Du Bois broke free from the federal government’s McCarthy-era ban on his international travel in 1958, he was. Du Bois re-obtained his passport, traveled the world, and ended up in Ghana in 1961. There, at the age of 93, he renounced his US citizenship and declared himself a Communist. Two years later, on the eve of the March of Washington, Du Bois died. The end.

All the above is true, but not so fast! The thing I’ve known in all my years of reading Du Bois’ work, writing about Du Bois, and in reading others who’ve written about Du Bois, was that Du Bois wasn’t just one thing. Nearly every social science and humanities tradition in the US can claim influence from Du Bois’ work. Poetry, theology, philosophy, psychology, economics, and American literature would be one set of his influences, and that’s just with The Souls of Black Folk!

E. Ethelbert Miller, Mirtho Languet, and Me, Anacostia Arts Center, Washington, DC, November 18, 2017. (Keita Stephenson).

Though Du Bois’ Harvard doctorate was in history, he’s widely recognized as one of the founders (if not the actual founder) of American sociology. His 1898 study The Philadelphia Negro is really the first urban sociological study ever conducted in the US. His dissertation on the Trans-Atlantic slave trade was the only major work to cover the cost of the Middle Passage for kidnapped Africans (and estimate the total number of Africans stolen for slavery in the Western Hemisphere) for nearly seven decades. And there’s Black Reconstruction, probably Du Bois’ magnum opus of scholarly work.

With almost 70 years’ worth of Du Bois’ writings alone, anyone who’d think that Du Bois was just one thing would be guilty of a gross oversimplification of the man. Really, Du Bois was a mess of contradictions. He believed in elitist ideas like The Talented Tenth. Yet Du Bois also fought Booker T. Washington in books and in the press for more than a decade over the latter’s prominence as the “race man who Teddy Roosevelt and “liberal” White philanthropists talked to about uplifting Black folk.

He was a founder of both the NAACP and the Niagara Movement that preceded the organization. He befriended White philanthropists just as easily as Washington, though, and kept a personal war between himself and long-time NAACP president Walter White going for nearly two decades. On more than one occasion, Du Bois punned White’s last name as an insult, as the man was biracial, and could’ve easily passed for White.

Du Bois was also a Pan-Africanist. One, though, that used his editorialship at The Crisis to discredit Marcus Garvey and his ill-fated “Back-to-Africa” movement. David Levering Lewis in his Pulitzer Prize-winning, two-volume biography of Du Bois has even documented the likelihood that Du Bois helped the FBI (née BOI) in their mail fraud case against Garvey.

Du Bois was also a socialist. Though for most Americans, socialism and Marxism is a distinction, socialism in Du Bois’ mind meant alleviating the worst effects of market capitalism, not necessarily doing away with capitalism all together.

Du Bois was also a pacifist. But like so many of Du Bois’ positions, this one evolved over time. When the US became a military participant in World War I, Du Bois wrote essays where he argued that Black involvement could provide evidence of the need for full integration and citizenship rights for African Americans. By the Cold War, Du Bois was giving speeches about the threat of American imperialism and nuclear war.

Du Bois was also a multiculturalist. One of his more well-known extramarital affairs was with Rachel Davis DuBois (White, no relation), a key founder of the intercultural education movement, which had its heyday between the late-1920s and early 1940s. The idea of a diverse and inclusive curriculum was first fully demonstrated in DuBois’ work, which Du Bois endorsed in the mid-1930s. At the same time, how much can anyone believe from a man who at this point in his career was also serial adulterer?

Even saying Du Bois was a Marxist isn’t the full truth. “I mean by communism, a planned way of life in the production of wealth and work designed for building a state whose object is the highest welfare of its people and not merely the profit of a part.” This was what Du Bois wrote soon after renouncing his American citizenship in Ghana. Technically, this would be socialism more than communism. But more to the point, it’s anti-capitalism and anti-imperialism. It’s really Du Bois using Marxism to protest American imperialism and capitalism through his Pan-African affinity for Ghanian revolutionary and prime minister Kwame Nkrumah, not to mention, with America’s archenemy, the Soviet Union.

The one thing I wish those in the scholarly community would stop doing is taking the pyramid that was Du Bois’ life and reducing it to a two-dimensional square. Why can’t we just call an idea whose main source is Du Bois, well, Du Boisian? Like, Du Boisian sociology, or Du Boisian economics, or Du Boisian politics? Is this an example of Whiteness rearing its ugly head, where it’s too difficult to give Du Bois his own due without subsuming him under another White guy? It seems to me that so many are attempting to use Du Bois for their own ideological purposes, when it’s better to just let him be the so much that he was.

Teaching Migration, In Song

17 Friday Oct 2014

Posted by in 1, Academia, Boy @ The Window, culture, Eclectic, eclectic music, High Rise Buildings, Jimme, Marriage, Mount Vernon New York, music, My Father, New York City, Politics, Pop Culture, race, Religion, Upper East Side, Upper West Side, Work, Youth

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Stevie Wonder and Wonderlove, live performance of "Living For The City," circa 1974. (http://youtube.com).

Stevie Wonder and Wonderlove, live performance of “Living For The City,” circa 1974. (http://youtube.com).

If I ever had the chance to teach a course specifically on the history of Black migration in America, I already know what books I’d use. Isabel Wilkerson’s The Warmth of Other Suns (2010); Nicholas Lemann’s The Promised Land (1991); James Grossman’s Land of Hope (1989); Mary Patillo’s Black Picket Fences (1999); even Richard Wright’s Black Boy (1945) and Maya Angelou’s I Know Why the Caged Bird Sings (1969). All have moved beyond the statistics of some seven or eight million Blacks moving from the rural Jim Crow South to America’s cities, North, Midwest, West and South for the first three-quarters of the twentieth century.

Falsas Promesas Broken Promises, taken by John Fekner, Charlotte Street Stencils, South Bronx, New York. 1980. (Liftarn via Wikipedia). Released to public domain via CC-SA-3.0.

Falsas Promesas Broken Promises, taken by John Fekner, Charlotte Street Stencils, South Bronx, New York. 1980. (Liftarn via Wikipedia). Released to public domain via CC-SA-3.0.

But that wouldn’t be near enough to communicate the range of emotions, the psychological states and the pressures that these people faced in leaving their homes for the not-so-bright lights of America’s big cities, not to mention what they faced in the days and years after they arrived. I should know. I’m the nearly forty-five year-old son of a mother originally from Bradley, Arkansas (population 500) and a father from Harrison, Georgia. They moved to New York City in the ’60s (specifically, the Tremont section of the Bronx), then to the South Side of Mount Vernon, New York (just outside the Bronx), hooked up, and sired me and my older brother Darren between December 1967 and January 1970.

That short summary is hardly the story, though. For me — like with so many other things in my life — music tells the story, emotions and psychology beyond what words on a page alone can approximate, but not fully duplicate. Music communicates the stories, emotions and psychology of those who migrated and stayed (or didn’t) in cities across the US better than Census data or a hypothesis on proletarianization. I wanted music from my own lifetime (or at least, within a few years of it) — not just folk songs or Blind Willie Johnson or Duke Ellington — music that fit my family’s transition from migration to our current times of racism and urban poverty.

Easily the top two songs on my list to play in class would be:

Trade ad for Otis Redding's single "Try a Little Tenderness," January 7, 1967. (Viniciusmc via Wikipedia/Billboard Magazine, page 7). In public domain).

Trade ad for Otis Redding’s single “Try a Little Tenderness,” January 7, 1967. (Viniciusmc via Wikipedia/Billboard Magazine, page 7). In public domain).

1. Otis Redding, “(Sittin’ On) the Dock of the Bay,” (1968), released after Redding’s death in a plane crash in Madison, Wisconsin; and

2. Stevie Wonder, “Living For The City,” (1973).

Both songs run the full emotional and psychological gamut. From hopefulness to oblivion, from delusion to despair, from rage and anger to resignation. The melancholy of Redding’s “It’s two thousand miles I roamed/Just to make this dock my home” (in reference to the distance from Georgia to San Francisco Bay) juxtaposed with Wonder’s bitterness and anger:

“His hair is long, his feet are hard and gritty
He spends his life walkin’ the streets of New York City
He’s almost dead from breathin’ in air pollution
He tried to vote but to him there’s no solution…”

It communicates so much beyond the lyrics and liner notes, a reminder for those of us who find America and its cities unforgiving today just how relentless it must’ve been for our parents and uncles and aunts and grandparents forty or more years ago.

There are other songs that I’d put on this playlist. Some are directly related to Black migration, some try to bridge the gap between the abundance of music on “the ghetto” and urban poverty and chaos and the lack of music from my own lifetime on migration.

3. Gladys Knight and the Pips, “Midnight Train to Georgia” (1973).
4. Marvin Gaye, “Inner City Blues” (1971).
5. Gil Scott-Heron, “95 South (All of The Places We’ve Been)” (1977).
6. Tracy Chapman, “Fast Car” (1987).
7. Nas (featuring Olu Dara, his father), “Bridging the Gap” (2004).

Pruitt–Igoe public housing projects, St. Louis, Missouri, circa 1967. This late-1950s "urban renewal" project was built, but failed and was razed in the 1970s. (Cadastral via Wikipedia/US Geological Survey). In public domain.

Pruitt–Igoe public housing projects, St. Louis, Missouri, circa 1967. This late-1950s “urban renewal” project was built, but failed and was razed in the 1970s. (Cadastral via Wikipedia/US Geological Survey). In public domain.

That most of these songs come from the period between 1967 and 1974 isn’t an accident. It was the height of the Civil Rights Movement, combined with the Black Power Movement and the “Black is Beautiful” campaign, the beginning of the White backlash against civil rights — including Dr. Martin Luther King, Jr.’s assassination — and the Anti-War Movement was in full swing. It was a good time to take a look at the present and recent past to reconnect with hopes and dreams in the midst of the nightmare of urban poverty.

After ’73 was the beginning of the dance and disco era, as well as a focus on the urban, on crime, on drugs, on poverty  — but not in a “let’s try to solve it” kind of way. This was where rap, hip-hop, some R&B and early forms of what we now call neo-soul picked up, with little reflection on this once prominent past.

Still, there would be some honorable mentions for this migration course, music that could evoke some aspect of the Black migration, of the hope that took a downward turn, of the poverty and joblessness that have permeated America, Black and White and Brown, since the ’70s.

8.  Arrested Development, “Tennessee” (1992).
9. Tina and Ike Turner (and Credence Clearwater Revival), “Proud Mary” (1970).
10. Nina Simone, “The Backlash Blues” (1967).
11. NWA, “Straight Outta Compton” (1989).
12. Tupac, “Cradle 2 the Grave” (1994).
13. John Mellencamp, “Pink Houses” (1983).
14. Bruce Springsteen, “Born In The U.S.A..” (1984). [the song’s release was thirty years ago this month, by the way]
15. Peter Gabriel and Kate Bush, “Don’t Give Up” (1986)

Nina Simone performs at a concert in 1964. (http://npr.org, via Hulton Archive/Stringer/Getty Images).

Nina Simone performs at a concert in 1964. (http://npr.org, via Hulton Archive/Stringer/Getty Images).

Through music, I’d hope to have a course and discussion about Black migration that reaches beyond the words origin and destination, that migration has merely been a physical manifestation of a difficult and seemingly unending cultural and spiritual journey in the US. That Black migration can also easily include the parallel journeys of those of the African or Afro-Caribbean diaspora, not to mention those from Latin America.

For me, though, a course like this would be a personal foray into all the things that have made me who I’ve been for nearly four and a half decades — a person better than the sum of America’s parts and racist, sexist, homophobic and evangelical assumptions.

Black History = American History, But For American Stupidity

04 Tuesday Feb 2014

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Pythagorean Theorem (except when it comes to Black history and race), February 4, 2014. (http://ncalculators.com/)

Pythagorean Theorem (except when it comes to Black history and race), February 4, 2014. (http://ncalculators.com/)

It’s Black History Month. It’s a month that often feels more like an obligation to honor the Civil Rights Movement than it does a full month to celebrate and appreciate all African American contributions to the development and success of the United States over the previous four centuries. Yet there are many Whites, Blacks and other people of color who refuse to see this at all. Some argue for a White History Month, some argue that Blacks don’t have a culture or history at all — or at least, one worth celebrating. And some argue that the time and need for a Black History Month has passed.

Some of this ridiculousness I parody here:

No argument is more central to the reason why Black History Month needs to continue than the one I’ve heard from conservatives and former students over the years. That because Black history shines a light on America’s racist, economic loading of the dice in favor of White elites and business interests, I’m being “anti-patriotic” when I talk about or teach on this. Then, of course, I get the “love-America-or-leave-it” response.

People who respond this way are such assholes. Some of your ancestors brought my ancestors here in chains, well before most of these alleged patriots’ ancestors even thought about coming here. My ancestors built plantations, chopped down forests, grew the cash crops that made White men rich and provided the money necessary to make America an industrial capitalistic powerhouse, built the White House and the Capitol, and have fought in every war this country’s been a part of. But I’m unpatriotic when through Black history I can point out America’s flaws and great failings?

The less evolved part of me would say, at least in a street argument, “Kiss my Black ass!” But to be honest, I don’t want these folks to touch me, much less kiss my butt. What I want them to do is read, listen, watch and learn, and not just assume everything they’ve heard from FOX News, their parents and in elementary school social studies is the gospel truth. That way, they would then have the choice between understanding that US history and Black history are one and the same and wallowing in their willful stupidity.

Grad School & My Most Special Summer Reading List

31 Saturday Aug 2013

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

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Just a small sample of the books I read/re-read summer before grad school in 1991, August 31, 2013. (Donald Earl Collins).

Just a small sample of the books I read/re-read summer before grad school in 1991, August 31, 2013. (Donald Earl Collins).

For me, August 28 this week was significant for any number of reasons. It wasn’t just that it was fifty years to the exact day and date that the March on Washington occurred and MLK gave his “I Have A Dream” speech. Or that is was fifty-eight years to the date that White supremacists lynched Emmett Till for allegedly whistling at some flat-butt White girl. This past Wednesday was also twenty-two years to the day and date that I began my first day of graduate school as a master’s student in the University of Pittsburgh’s Department of History.

Of course, I didn’t discuss this earlier this week (it would’ve been incredibly arrogant on my part to bring this up three days ago). My big steps for myself were infinitesimal when in measured comparison to the beginning of the two-year height of the official Civil Rights Movement. But even on an afternoon in which I attended my first course and meeting about teaching/advising assignments for the semester, it did feel like a bit of a triumph. Especially when considering what I had to do that spring and summer to get into the program with funding in the first place.

I didn’t learn that much that day. Except the low contempt Joe White and some of the other professors held toward pedagogy and teaching. “You already know more than your students,” White said as advice to us who’d be TAs that semester. I was lucky to not be among them for my first year. I was a GSA assisting in the advising of history majors, some of whom were my fellow undergrads just a few months before. But even then, I thought two minutes’ worth of advice on viewing students as empty vessels was insufficient training for learning how to lecture and facilitate conversations with upwards of 100 students spread out over several discussion sections each week.

I had other things on my mind at that moment, though, including the relief that I’d survived a summer making $5.20 per hour as a full-time employee with a Western Psychiatric Institute & Clinic project in which the project investigators were far more psychotic than the patients. Aside from that, I thought about how the previous four months had served as my preparation for the White world of grad school.

I’d done a lot of reading that late spring and summer, spurned on by boredom, disappointment in my weirdly evolving friendship with Elaine, and a sense that I needed to read to fortify myself against the neo-Marxists in my eventual field. So I read. I started off with Alex Haley’s The Autobiography of Malcolm X (1965), believe it or not, the first time I’d ever read it. Like so many before me, it made my views of the man less black and white than it had been before. I then picked up W. E. B. Du Bois’ Souls of Black Folk (1903), the first time I’d read that book since I wrote a book report on it for Mrs. O’Daniel’s class in fifth grade. Unsurprisingly, I got much more out of it in May ’91 than I did in May ’80.

I didn’t stop there, as my reading took me on three different tracks in June, July and August. One was the “I didn’t get to read this before” track, as I read Toni Morrison’s Tar Baby, Song of Solomon and Beloved (didn’t understand it then, and still don’t get the big deal about it now). Along with Alice Walker’s The Color Purple, Maya Angelou’s I Know Why The Caged Bird Sings (1969), bell hooks and several others on Black Women’s literature. Then, I decided to go back and reread some James Baldwin and Richard Wright that I’d first read for high school, and added Ralph Ellison’s Invisible Man (1952) to the mix. On the non-literature track, I ended up reading Franz Fanon, Du Bois’ Black Reconstruction (1935) — at least, I put a significant dent in it — Derrick Bell’s And We Are Not Saved (1987), and other writings on Black history and culture (broadly speaking).

But the third track would end up taking me on a path toward my dissertation topic and my first book, Fear of a “Black” America (2004). It started with articles on multicultural education that took me to James Banks’ theoretic constructions of what multicultural education ought to have been, but wasn’t. I also found myself reading books like Jonathan Kozol’s Savage Inequalities (1991), Molefi Asante’s The Afrocentric Idea (1987), Dinesh D’Souza’s Illiberal Education (completely indecipherable in a circular firing squad of a thesis kind of way) and Carter G. Woodson’s The Mis-education of the Negro (1933). I was reading anything that could inform my thinking about K-12 and higher education and how it played the role as both equalizer and oppressor for so many Black folks over the years.

It was easily the most reading I’d done on my own since the year before I’d gone into seventh grade, middle school and the Humanities Program. I wanted to read all I wanted to read before spending the next few years drowning my brain in hundreds of books and articles that I’d absolutely need to read as a historian. In the process, I may’ve radicalized myself a bit for the otherwise hum-drum experience of reading mind-numbing accounts of history in which the authors didn’t seem to see their own sense of high-brow White maleness.

And with all of it, I surprised myself. I realized once again that my Black classmates and 616 neighbors were wrong about me not being Black enough. Their “Black” wasn’t my “Black,” of course. But all those books confirmed for me that there were many ways to be Black that folks who didn’t read could barely understand.

The Emotional, The Personal and Black History

01 Friday Feb 2013

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Black History Month 2013 electronic poster, February 1, 2013. (http://dclibrary.org).

Black History Month 2013 electronic poster, February 1, 2013. (http://dclibrary.org).

After all of these years — and thirty-seven years’ worth of Black History Months — I sometimes forget how emotionally charged Black history can be. After all, I’m an academically trained historian, one whose emotional range varies from sarcastic to ironic with most things US, World and African American history. But ever so often, I’m reminded by my students about the sadness and pain involved in learning history. I surprise myself sometimes at how passionate or angry I can become in revisiting a piece of history that I otherwise would show no emotion for on most days.

Black history, though, can bring out both the water works and the daggered eyes. My African American history students at Carnegie Mellon University surprised me one day in October ’96 during a discussion I tried to have about lynching and the KKK. It was based on the Indiana PBS documentary, A Lynching in Marion, Indiana, about the lynching of two Black men and the almost lynching of a young Black male for allegedly killing and robbing a White male and raping a young White female in 1930.

The forty-five minute documentary showed clips of defaced and emasculated Black men hung from trees, beaten beyond recognition and even burned postmortem. It also showed films of KKK rallies in the 1920s and early 1930s Indianapolis and other towns in the state, as well as pictures from the Marion lynching itself. The young Black man in Marion, one James Cameron, was only saved from lynching because a member of White mob actually protected him. It turned out, per usual, that the alleged murder and rape was a false accusation, but Cameron still had to spend four years in jail for a crime he didn’t commit.

Thomas Shipp and Abram Smith, lynched in Marion, IN, August 7, 1930. (Lawrence H. Beitler). Qualifies as fair use under US Copyright laws, as It is the only image known to depict this hanging, and is used here to illustrate the event.

Thomas Shipp and Abram Smith, lynched in Marion, IN, August 7, 1930. (Lawrence H. Beitler via Wikipedia). Qualifies as fair use under US Copyright laws, as It is the only image known to depict this hanging, and is used here to illustrate the event.

My students could barely speak to me or each other after the film, much less be part of a dispassionate discussion of the film. My Black students were tearful and angry, and my White students were pale and scared. I let them express their emotions for about ten minutes, but waited until the next class to draw out a more comprehensive discussion. As this was the first standalone class I’d taught as an adjunct professor, I was a bit unprepared for the how emotional my students became, how personally they took the film and its content.

But I should’ve been better prepared, especially given my own emotions about Black and other histories over the years. I remember the first time I watched Roots, along with millions of other Americans, in February ’77. I cried or was stunned that whole week. Twelve years later, in my undergraduate readings seminar for History majors at Pitt, I found myself angry with my classmates. My eventual first graduate advisor Larry Glasco was leading a discussion on slavery and the Middle Passage. I didn’t know why, but I was angry that whole class. It wasn’t just a knee-jerk anger. It was a low-heat rage, beyond anything my idiotic classmates were saying about slavery in the eventual US not being as brutal as slavery in the Caribbean or Brazil.

The following semester, I took my first graduate course as a Pitt junior, Comparative Slavery with Sy Drescher. We got into a discussion of Fogel and Engerman’s Time on the Cross (1974), a study in which the authors tried to show scientifically that slavery wasn’t as bad for Africans in the US as it was for Africans in the Caribbean and Brazil. Using records from one plantation, Fogel and Engerman tried to show that since few slaves were whipped, that therefore slavery wasn’t brutal for my African ancestors. I was pissed when some of the grad students in my class defended Time on the Cross  idea that 1,800 calories a day was sufficient for the average slave. It pissed me off so much that I had to leave the seminar room for five minutes to make sure I didn’t punch someone.

Me really pissed, at CMU PhD graduation, Pittsburgh, PA, May 18, 1997. (Angelia N. Levy).

Me really pissed, at CMU PhD graduation, Pittsburgh, PA, May 18, 1997. (Angelia N. Levy).

I see some of this in my UMUC students sometimes. Students who turn every issue in US history into a referendum on race. “Immigrants exploited? Well, not compared to African Americans as sharecroppers!” Or “Jim Crow was really a second slavery,” some of my students have said emphatically, as if Blacks did nothing during Reconstruction or Jim Crow to make their lives better. They feel, and rightfully so for the most part, that Blacks have gotten a raw deal throughout American history, and that it is my job to expose the hypocrisy of racism in every lecture and discussion.

It’s emotional and it’s personal. But it’s also historical, which means not so much putting emotions or personal investment aside as much as it does putting these emotions and personal investments in perspective. I’ve never been dispassionate about history – I’ve just learned how to use my New York-style sarcasm to hide my passion pretty well.

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

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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.