My Apologies, “M”

11 Tuesday May 2010

Posted by decollins1969 in 1, Eclectic, Mount Vernon High School, race

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A.B. Davis Middle School, Apology, Class of 1987, Culture, Italian, Mount Vernon High School, Mount Vernon New York, Race

M Line, Q-Brooklyn, Nassau Line

I have a confession to make (as if I haven’t confessed enough the past four years, right?). I owe a few of my former Humanities classmates apologies, though not the kind of apology some of you may expect. For these apologies have nothing to do with what I’ve written on this blog since June ’07. Nor are they about anything I’ve written (or rewritten) to date in the Boy @ The Window manuscript. These apologies are more about my trust and truthfulness, or lack thereof, to specific people at specific moments of time, during my six years of semi-solitude, somewhat self-imposed, I might add.

This particular apology is to a classmate who sat in front of me for most of my classes between 7S and AP US History with Meltzer. For the purposes of this post, let’s call her “M” (I know that some of you will likely figure out who “M” is, but play along anyway, please). M was one of the most curious people I went to school with during those years, which by definition, also made her extremely intelligent. She was part of the Italian crew that seemed to overwhelm me in 7S especially, yet not part of it at the same time.

But I didn’t even know that about M on my first day of seventh grade in ’81. I showed up, white kufi and all, with smiles and a sense of myself that was a combination of naiveté and sheer arrogance that morning. I no sooner sat at my assigned and alphabetically-arranged seat than both Mrs. Sesay and my new classmates of 7S began to ask me questions about my background. M, who sat two seats in front of me, asked, “Have you ever been to Israel?” “Yes, once. I’ve been to Tel Aviv and Jerusalem,” I lied. I’d only traveled outside of New York four times, including my fetus travels in ’69. I lied so quickly that I spent the next several minutes thinking about why.

It was the first of my several Christmas Story moments. I was like the character Ralphie, who was forced by his adoring mother to wear a pink bunny suit made by his aunt. Except that he was never made to parade his social suicide clothing all over town and school so that he could bring even more ridicule and scorn his way than his mouth could earn all by itself. There was no one in my circle who could’ve saved me from the ostracism that would follow me because of my kufi.

M’s question let me know immediately that I was in trouble with these Humanities kids. My elementary school classmates would’ve never asked me if I’ve ever been to Israel. M’s question gave me my first indication that I was poor. It made me think, if this whole Hebrew-Israelite thing was so wonderful, then why in five months hadn’t we gone to Israel? Why had we only been to temple once? Why, then, didn’t I have an allowance? M wasn’t the only one who had questions.

I was mad at M, but more angry and disappointed with myself for lying to her. Over the years, I grew bitter and angry with my family as well, about the whole Hebrew-Israelite thing, about kufis and other things. I think that M was the only White person in my classes other than our eventual valedictorian who may have sensed any of this during our Davis years. M, despite the big ’80s hair, Sergio Valente jeans, and constant gum chewing, was not only inquisitive. She had a talent for language that no one I knew in Humanities possessed. I’m sure she worked at it a bit, but still, Italian or not, M picked up the nuances of language faster than any of us, including the kids whose parents and grandparents spoke the language at home.

Unfortunately, she had her own issues in the social pecking order that was Humanities and in the diversity that was Davis and MVHS. She was Italian after all, and as a Humanities student, a nerd by definition. Yet she was attractive and by definition, also needed to be cool. M became this interesting contrast of pop cultural fashion, teenage cool and mostly subtle intellectual prowess, not much different from the main character played by Rob Brown in Finding Forrester. My Italian nemesis A tried, and tried, and tried again with her in those early years of Humanities, only to get shut down time and time again. I loved hearing her tell A to “Shut up!” in her Brooklyn-esque accent on so many occasions.

I thought that M found me both fascinating and puzzling at times, as if I were a science experiment that yielded some surprising results. I was interesting because in many ways I represented the anti-stereotype, a Black kid who wasn’t cool and cared about grades, a Hebrew-Israelite who actually wanted to learn Italian and learn more about Italian culture. This made me an enigma because I was Black, part of a race that many Italians in Mount Vernon distrusted in the early ’80s. The politics of the town around City Hall, the police and fire departments and the Board of Education certainly helped make it so.

We did get into it once after school, about what I don’t remember. I remember calling her a “slut” for something she had said to me. I was picking fights a lot during my months of infatuation with Crush #1, so I didn’t keep a complete scorecard of every argument and every idiotic thing I said. In any case, I apologize. My bad.

But that’s not what I’m apologizing about. Sometime in the middle of eleventh grade in Mrs. Warns English class, we were discussing travels to different parts of the world. M had missed the first three weeks of tenth grade, I think, to spend time in Italy, and was interested in traveling to places like Spain and Mexico, as she was quickly learning Spanish to go with her virtually fluent Italian. When the class conversation turned to me, I admitted that I hadn’t been out of New York State since ’78, and had never left the country. M’s mouth dropped open, as if I’d admitted that my father had tried to get a prostitute for me (which he did the following school year — see my “Secrets and Truths” post, January 2009). Her eyes glared at me, letting me know that she remembered. I stared blankly back at M, not even so much as shrugging my shoulders in response.

So, M, I apologize, and not just for lying. You’re one of only a handful of folks who showed genuine interest in me because of and beyond my kufi during the Humanities years. Yet I didn’t trust that interest at all. I took it as more a passing curiosity than anything else. I never gave either of us a chance to become acquaintances, much less friends. For that, and for calling you a “slut” in seventh grade, I am truly sorry.

My AP US History Story

06 Thursday May 2010

Posted by decollins1969 in 1, Eclectic, Mount Vernon High School

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AP US History, Class of 1987, Harold Meltzer, Humanities, Mount Vernon High School, Mount Vernon New York, Teaching and Learning

In honor of all the students I’ve taught who are in the midst of AP exams the next two weeks — especially the ones who are due to take the AP US History or APUSH exam Friday — the following is my APUSH story. It’s about the weeks and days from early April to May 13 of ’86. Unlike my other mediocre and bittersweet stories of AP crash-and-burn, this one’s about academic triumph. But, it’s from a kid-like perspective, so buckle up.

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In the weeks before the APUSH exam, Meltzer practically locked us in his classroom, sweeping through nearly a century of American history. We covered Reconstruction, industrialization and Woodrow Wilson, both World Wars, FDR and the Great Depression as if we were in a time machine with a warp drive engine. The last week before the exam was critical for everyone in the class, except for me of course. God had created a mind and imagination such as mine for this moment, where analysis was as important as knowledge for this kind of exam. After school that week was one of Meltzer ordering pizza and buying sodas for us so that we could grasp how to tackle the AP exam using his methods. I stayed because I loved Meltzer’s stories and because of five days of free food.

Watching my classmates sweat it out while asking Meltzer every conceivable question on American history, especially the parts he didn’t cover, was the most entertaining part of the week. They grilled him to the point where Meltzer had walked them through the exam point-by-point. All while telling us “Not to worry, kiddos! You’re all gonna do just fine!” Our soon-to-be-valedictorian and one other classmate were probably the most anxious and most diligent in their inquisition of Meltzer. They had all but outlined our textbook Morison and Commager page by page to get answers to issues and events they didn’t understand. We covered the women’s suffrage movement, immigration, the Great Depression and the New Deal, the League of Nations, the Cold War and McCarthyism, and so many other events that I was tired just listening to them ask. All this time with Meltzer and they still didn’t fully comprehend Meltzer’s master plan for preparing us for the exam.

Even in my calmness, I knew that this was the most significant exam I’d take going into college, one certainly more reflective of my skills than New York State Regents exams or the SAT. Of all things, my only concern was making sure I had a good breakfast before taking the exam. The weekend before, I scored over a hundred dollars off my father Jimme, and after distributing the spoils to Darren and my mother, I still had fifty left. The night before the exam, I went to the store and deli and bought all my little morning snacks, yogurt included. I slept well that night, dreaming about the exam and how well I thought I’d do.

Tapes prepared and Walkman somewhat in working order, I walked to school the next morning fully charged and as well-fed as my boney butt could be. It was the thirteenth of May, a brisk and overcast Tuesday that felt more like early November. I made sure not to go into MVHS’ library, our exam room for the morning, until about a minute before we were going to start. If I learned anything from being around my classmates, it was to be as calm and cool as a cup of ice. They still generally ran around acting all nervous and stressed out before a major test, turning colors and breaking out in hives, which sometimes drove me nuts. Why couldn’t they just chill? So my solution was to avoid their stress for as long as I could before coming into the room.

Once I sat down, I didn’t even remember what the proctor or Meltzer had said. Once they said “Go,” I hit the multiple choice section and just blew through it. The only problem I had during the exam was understanding what the word “pluralism” meant. And when I saw the term “cultural pluralism,” I felt slightly more baffled. What I did in response was read the questions and answers to form context, which seemed to me to be around American society having groups of people from different races and parts of the world living in the same country. About fifteen or twenty of my one hundred bubble questions was on pluralism or cultural pluralism.

Then we began the essay portion of the exam. Two essays to write and we had forty-five minutes to write each one. The first one was also on the topic of pluralism. “This must be the word of the day,” I thought. It dawned on me that there might’ve been a relationship between these pluralism questions and the century anniversary of the Statue of Liberty’s opening on Liberty Island. I don’t know, I think that this may have been my document-based essay question. The other essay, by comparison, was a piece of cake. By the time we finished they exam, I was tired but pretty happy with my performance. It was basketball season, and I felt like I’d been knocking down jumpers left and right in going after these questions, like Isiah Thomas or Bernard King wouldn’t know by how much until sometime in July.

I looked at my classmates. They all seemed tired and bent out of shape by the exam. Some looked a little frustrated and angry. I was a bit surprised. I knew that most of them had done well, and I assumed that valedictorian and salutatorian had done at least as well as me. Yet they weren’t at all happy. Their moods varied from relieved to downright surly after the exam was over. Meltzer was happy for us all.

My AP score arrived in the mail just after the fourth of July. I scored my coveted 5, meaning that I had earned six college credits before choosing my school. I expected this score, but what I didn’t expect was how perfectly I performed. The College Board’s breakdown showed that I’d gotten ninety-four out of one hundred multiple choice questions correct and that two of my three essays had received the highest possible score — I scored a 4 on one of the free-response essays. I wasn’t just happy. It was like winning the lottery. I was in another world the rest of the day.

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What makes this story interesting is that I took the approach that as long as I stayed calm, away from my classmates and well fed, everything would work the way I wanted them to. All too often, we make big moments even bigger in our heads and hearts than necessary, causing ourselves more stress, and, ironically, guaranteeing ourselves poor or mediocre performances. I don’t want to hear the all-too-often-used-phrase, “I work well under pressure.” We think we do, but twenty years of teaching and even more as a student have proven to me otherwise. So, please folks, eat a good meal, take a chill pill and a deep breath before sitting down and cutting open your test booklets over the next week or so. Sixteen’s too young to have ulcers.

Doctoring History

25 Thursday Mar 2010

Posted by decollins1969 in 1, Boy @ The Window, Eclectic

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A.B. Davis Middle School, American History, Class of 1987, Demontravel, Humanities, Teachers, Teaching and Learning

One of the worst teachers I ever had was my eighth grade history teacher. There were a few others in my Mount Vernon K-12 days — and certainly in my times at Pitt and Carnegie Mellon — who were worse. But the absolute worst history teacher or professor I ever had between ’74 and ’96 was in a classroom in the corner of the new wing at A.B. Davis Middle School from September ’82 through June ’83.

His name was Mr. Demontravel, our American history teacher. Or as he preferred in the last three months of eighth grade, Dr. Demontravel (he had finished his doctoral thesis on the Civil War, on what beyond that, I wasn’t sure, and, given the way he was to me and us, I didn’t care either). Or as I liked to call him throughout that year, “Demon Travel.” His was a class that sucked the life out of history for most of us. Like most teachers of K-12 social studies or history, it was a dates, names, and places class. Unlike most social studies teachers, his teaching methodology was the epitome of lazy. Every class, five days a week, Demontravel would put up five questions on the blackboard for us to copy down and answer using our textbook. At the end of every two-week period, we’d get a fifty-question multiple choice exam, helping Scan-Tron stay in business.

Demontravel rarely stood up to lecture or do anything else. Lectures for him might as well have been appearances by Halley’s Comet, only the lectures were far less memorable. This process went on unabated for forty-weeks, four marking periods, an entire school year. Calling this boring would only get you into the door of the intellectual famine Demontravel subjected us to in eighth grade.

He wasn’t particularly helpful on the rare occasions when someone did have a question. When a classmate did ask him something, the portly Demontravel would stand up from his desk, which was to our right as we faced the chalkboard, slowly walk toward it, point to a question on the board, tell us in his best Teddy Roosevelt voice what page to turn to in looking for the answer, and then, just as slowly, return to his seat at his desk. Of course, the page numbers he gave us were usually wrong. Demontravel was truly an unremarkable man, virtually bald in all of his pink salmon-headedness, skinny and potbellied beyond belief. His shiny bald head had a Gorbachev-like spot on it. In his early fifties, Demontravel was so boring that it was a wonder that I noticed him at all.

But there was the fact that there was a prize on the line for us nerdy middle-schoolers—the eighth-grade History Award. “Something I could actually win,” I thought. And Demontravel was the sole arbiter over the award. My favorite and easiest subject was in the hands of this hack of a teacher. That made me downright angry whenever I thought about it.

What made it worse was that I was in competition with a classmate who cared for history in the same way that a semi-suburban boy like me cared for milking cows. For most of the year, we were separated by less than a point in our overall grades as we fought for the award. I guess I should’ve known that I wasn’t going to get it, regardless of my grades in Demon Travel’s course. My competitor, female and White as she was, was doted on by Demontravel for most of the year. I guess my near-exact same grade just meant that I was slumming in the A+ zone.

Then there was Demontravel’s demand for a typewritten three- to five-page essay on a World War II topic of our choosing, at the beginning of April ’83. It wasn’t something I could just write at my leisure and in my own handwriting. My father Jimme had to go buy a typewriter for me, one of those where you have to punch the keys to leave lettered ink on a page. I didn’t know how to type, and I knew no one else at home did either. So I used the two-index finger method, gradually figuring out how to type in double-space, to add footnotes and references, to write without using a pen. I chose to look at the Battle of the Philippines and the almost comical errors of both the Japanese and the U.S. there in 1942 and again in 1944-45. Demontravel gave me a 95 or 96 on it, helping me pull away of my friendly competitor at the beginning of May.

This was when we had our little incident, me and “Demon Travel,” in which I showed up the newly-minted PhD in his classroom. Ours was a discussion of World War I, one of the few times he actually attempted to lecture. He somehow managed to get wrong a key treaty on the Eastern Front that declared Germany a victor, gave them parts of Belarus and the Ukraine, and took Russia out of the war. Demontravel managed to get the parties involved in the treaty incorrect as well. I raised my hand, and when called upon I politely pointed out his error. He immediately became angry and told me that he couldn’t be wrong. Since I also could never be wrong, especially about an historical fact, I quoted the book directly, pointed out the name and date of the treaty, the parties involved, and the significance of the treaty to boot.

At that point he told me that if I ever corrected him like that again I would go Assistant Principal Gentile’s office. Gentile, a hard ass, would’ve been better off as a correction’s officer in Shawshank Redemption or in the HBO series Oz than as an administrator at Davis. I still didn’t want to see him, so I got quiet, quiet but fuming. Demontravel looked like a redneck after a day of labor in the hot Mississippi sun. All he needed was a shotgun in one hand and a bottle of beer in the other. My classmates were cracking up, excited even because they saw me as having put Demontravel in his place. I kind of knew then that it wouldn’t matter if I did finish ahead of my competitor. I wasn’t going to get my much-deserved award.

The lesson that it would take me until my thirties to learn was that life and learning isn’t just about how much you know and how well you exhibit such knowledge and wisdom. It’s much more about politics and being able to read people and situations before speaking and acting in such situations. I knew, but pretty much didn’t care, that Demontravel didn’t like me. He probably knew, but didn’t need to care, that I thought that his class was a joke, a cheap version of the short-lived contest show on NBC, Sale of the Century. Bottom line — especially in having gone through the experience of earning my own doctorate in history — you don’t mess with a boring yet overworked teacher who just finished earning a Ph.D. Even if his reach has exceeded his grasp of it.