Tag Archives: William H. Holmes Elementary

Do Public Ass-Whuppins Really Work?

24 Sunday Jan 2021

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

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William H. Holmes Elementary (near the southeast corner). Top left corner was Mrs. Pierce’s classroom in 1978-79 year, November 22, 2006. (Donald Earl Collins).

It was the first Friday of May 1980. I was in fifth grade. As part of my ritual that had been my routine since the start of third grade, after the 11:35 am bell, I walked the seven blocks from William H. Holmes Elementary School home for lunch. I made my standard lunch on that day, a slice of fried beef bologna with two slices of Home Pride white bread with Miracle Whip man-naise. The way the grease from frying the bologna would soak into the bread, combining with catching ten or 15 minutes of The Price Is Right and (if I lingered longer) a few minutes of the 12 noon news on WCBS-2 or WNBC-4. It made the almost one-and-half-miles of midday walking five days a week worth it.

Especially since I could count on my pre-Hebrew Israelite stepfather either being out of the apartment or snoring away, my mother at work at Mount Vernon Hospital on her 7 am-3 pm shift, Darren at Clear View in Dobbs Ferry (the school’s now in Briarcliff Manor), and baby Maurice with the babysitting family the floor above. Those days were the most stable (if one could call it that) of my growing up years. I failed to see the duct tape holding up the stack of playing cards back then.

It was on that bright and sunny spring day where coming back to Holmes for the second half of the day brought chaos. As I rounded the southeast corner of the school for the remaining 15 minutes of recess on the dirt softball fields and the long asphalt pavement adjacent to it, I witnessed the tail end of a brawl. Something like twenty of my male classmates were fighting where they normally played a friendly game of softball. It was often broken down between the two fifth grade classes, Mrs. O’Daniel’s and Ms. Bracey’s. Because there were other fields, the fourth and sixth grader boys (and a few girls) could also play softball and football. The girls usually double-dutched, raced each other, played hopscotch, or just talked in their groups along the asphalt L along the west side and back southern end of the Holmes complex.

For two years, I had wanted to stay at school for lunch in the spring, just to play some softball. But on this day, I was more than happy to have not been a part of the melee. I remember my friend Starling excitedly updating me on how both teams had spent part of the morning and the early part of lunch preparing to “throw down.” Someone was hit by a pitch, and then a fight between batter and pitcher turned into our school’s version of a brawl between the Yankees and the Red Sox, or the Yankees and the Royals (take your pick).

I only saw the last minute or so. But dirt, grass, spit, snot, and even blood embedded in boys’ clothes, faces, and hair. Me, Starling, Anthony, and maybe two other boys between the fifth grade classes were the only boys who weren’t a part of the fight.

Mrs. O’Daniel and Ms. Bracey both witnessed the fight. Mrs. O’Daniel saw everything from her window on the second floor, which faced out to the back of the school. Ms. Bracey was on the playground when the brawl broke out, and attempted to break it up, but got hit herself in the process.

They, along with our principal Dr. Smalls, decided to mete out the only punishment they thought fit the crime of riotous insurrection. Public ass-whuppins. Yep. After lunch, Ms. Bracey read her class the riot act. She was so loud that Mrs. O’Daniel didn’t begin her quiet chastisement of the boys’ behavior until after Ms. Bracey has stopped yelling and came over to our classroom next door.

After the two had their say, they began taking the boys, one at a time, to the boys bathroom down the hall. From 1 pm until 2:55, they took turns beatin’ ass with Mrs. O’Daniel’s “board of education,” three yardstick rulers taped together for dispensing punishment. She had rapped my knuckles once for talking to a neighbor in class way back in September or October. That was enough for me.

Some of the boys cried well before they were taken into the bathroom for their paddling. The older boys in my classroom, at least, the full-on 12 and 13-years-old (we had three that age in Mrs. O’Daniel’s class in fifth grade), were more stoic. Unlike the other boys, they did not cry, or if they did, they did theirs quietly. They didn’t yell out or whimper like the 10 and 11-year-old when the “board of education” met bare ass.

Then, both teachers gave our classes the “don’t you ever do this again” speech, and then, “Have a good weekend.”

Honestly, it was truly an awkward day for me. I wasn’t sure even at ten whether it was kosher for teachers to whup students’ asses. But I also knew not to question it. I knew what my classmates did was wrong and wrongheaded. “That’s what they get for fighting. Them teachers did the right thing,” my mom said emphatically when I told her what had happened that afternoon.

As an educator, I know none of this would fly now. Even if approved by all the parents, the principal, and the teachers, as it actually was in 1980. Heck, if William Prattella and the Mount Vernon Board of Education had known about this in 1980, the incident would have made its way to The New York Times and the Mount Vernon Daily Argus. The Board of Education would have faced lawsuits and been paying off parents and their kids for trauma for the next five years. The teachers and the principal would have been out of jobs, probably out of education altogether, plausibly then and most definitely in the 41 years since.

But we were a nearly 99 percent Black school with a Black principal and more than a few Black teachers. Many of them and us had ties to a culture where corporal punishment was the response for high-level offenses at home and at school. We lived in a violent world, where White cops and White vigilantes wouldn’t just stop with a “board of education” and five or six licks to the buttocks.

Still, long term, it didn’t work. Many of my peers would end up in brawls after school, off school grounds, to avoid this kind of punishment. Or, they and others whom I never got to know would end up in fights on school grounds, at Davis Middle School (for some), at Hamilton Middle School, at Mount Vernon High School, and certainly in other schools in Westchester County and in the Bronx. I witnessed so many fights, boy-on-boy, girl-on-girl, girl-on-boy. I was part of a few myself, if only to defend myself.

Restorative justice is the idea that schools take a 360-degree approach to changing behaviors. One that allows victims of violence and other violations to experience some form of justice, and those who have victimized others the counseling and help they need so that they can embody behaviors that are healing and not hurting. Most school districts remain uninterested in such approaches, as they are too closely tied to the racist police state that most schools are for most students Black, Indigenous, and Brown. Perhaps the namby-pamby White middle-class parents who want schools to reopen should consider the harm that schools to students of color. The ass-whuppins that students of color — who are the majority of students in public schools these days — may be rhetorical and by statute, but they are just as emotionally and psychologically scarring.

Bloodied bust of President Zachary Taylor, Statuary Hall, US Capitol, January 6, 2021. (Frank Thorp V/NBC News).

But for the 7,000 or 8,000 Maga-insurrectionists who tried to overthrow the vote, kidnap, beat up, and possibly kill members of Congress, all to keep one Donald J. Trump in power beyond January 20? Maybe an ass-whuppin’ is what all of them should get. Right outside on the west side of the US Capitol. Have a big strong man, like say Eugene Goodman, or former Pittsburgh Steeler linebacker James Harrison, beat them with the House of Representatives’ gavel on their pale and flat asses. That would be the easy way out. Watching them cry and holler, though, would make my weekend

What should really happen is time for the ringleaders — murderous treason is about as high as crime as it can get — in prison or in a place where can no longer make attempts at bringing a full-blown autocracy to the US. What should really happen is that the rest of the cabal should contribute to a reparations fund, like a quarter of their wealth or something. What they need is years of group therapy to uncover their narcissism. What we need is a government that is worth protecting from insurrectionists mobs moving forward. Otherwise, the US may well get an ass-whuppin’ from which it won’t recover. An ass-whuppin’ from within.

Who’s Afraid of the Big, Bad P(Vagina)y? Men, in a Word

13 Sunday Sep 2020

Posted by in 1, Boy @ The Window, culture, Eclectic, eclectic music, Mount Vernon New York, music, Politics, Pop Culture, race, Religion, University of Pittsburgh, Youth

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Layered anatomy of the anatomical male and anatomical female body, June 5, 2016. (https://naturopathicdoctorwizangwira.wordpress.com/).

The first time I became self-aware of myself as a male with male parts was when I was five. At our second-floor flat on South Sixth in South Side Mount Vernon, New York, sometime in the summer of 1975, I walked in on my mother in the bathroom. She had just finished peeing and was wiping herself. All I could do was stare at her vagina area, seeing mostly what wasn’t there. “Maywa,” I said (a mash of my mother’s name Mary with Mom) “what happened to your pee-pee?” My mother explained that she didn’t “have a pee-pee” — without explaining why she didn’t have one. “When I get some money, I’m gonna go to the pee-pee store and buy you one,” I responded.

There are maybe 20 stories growing up where it seems me and my mother both share and end up smiling, with a sense of real warmth and affection, and not just base-level love, and without irony or a hidden sense of jealousy or disdain. The pee-pee story is one of them.

But this is more than just about the time before sexual assault, domestic violence, child abuse, neglect, and a massive slide into poverty changed my sense of the world. It’s about how men learn to fear all things vagina and vagina-related, and how that fear so easily turns us into misogynists and misogynoirists. It’s about how we as men fail to educate ourselves about women, about patriarchy, and ultimately, about who we are and who we need to be to end patriarchy.

A few years after discovering the differences between the anatomically male and the anatomically female, I knew a bit more, in both an intellectual and social sense. I no longer accidentally danced under my mother’s and other older women’s dresses at the parties my mother took us to when I was five and six years old. I guess if you get slapped upside the head enough times, you recognize why acting like you’re playing hide-and-seek with your mother’s dress as a prop might be socially inappropriate.

But that’s not all. By 1978 and 1979, we had World Book Encyclopedia at 616. Once I began plowing through it to learn all I could — and not just as a way to punish my mother for punishing me — I learned even more about the body than any eight or nine-year-old ought to learn on their own. The “Human Body” section contained celluloid slices of the male and female body, which would layer together to form a full body. From bones to muscles, from muscles to blood vessels, from blood vessels to nerves and organs and systems, and then to derma and coverings for orifices.

I remember the reproductive system either being the last or among the last of the sectional celluloids to form a male or female body. I learned about ovaries, testes, scrota, urethras, and vaginas long before I could say these words correctly. This also meant that I understood where babies come from, without fully understanding the drive that led to human reproduction.

A year later, near the end of fifth grade at William H. Holmes ES (I think it was the third week of May 1980), me and my classmate Joe were on our way home (we both lived in the A section of 616). We were talking shit about girls, about boys, about life in general, maybe with a few “yo’ mama” jokes thrown in. Suddenly, Joe hits me with the question, “Have you ever seen a pussy before?” “No!,” I lied, and loudly too. Joe teased me about it, saying, “You can’t even say ‘pussy,’ can you?” I just laughed it off, not knowing what to say, really. Even at ten, I knew enough to know I couldn’t reveal I’d seen my mother’s vagina at five or that I had seen the encyclopedia’s White female rendering of one.

I didn’t use the word at all until June 1988. It was after I escaped yet another attempt by my idiot stepfather Maurice to make me see him as my father through the use of his fists. He ended up falling into a tub of bathwater meant for my youngest siblings Sarai and Eri. What made this even more ridiculous? This was after my first year at Pitt, a year where I knew more than enough about the world, about the predicament at 616, and about myself to recognize I didn’t have to put up with this bullshit. But I slid back into my old role as teenaged man-child anyway.

This was what happened afterward, via Boy @ The Window

All I kept muttering to myself was, ‘I’m a pussy,’ because I still could’ve gone to the cops for his attempted assault. After a couple of minutes, he said, ‘Get this through your head, boy. Me and your mother are happy together, and we’re gonna be together long after you leave here and go out in the world. The world’s a dangerous place, and we’re just gettin’ you ready for it.’
Huh? What? I knew not to laugh right then, but I was laughing at him on the inside. I knew right then that him and Mom would be over sooner rather than later.

Even in that moment, it felt weird to call myself “a pussy.” I never saw myself as weak, or women in general as weak. It didn’t occur to me that I was afraid, not of getting beat up or of being weak. I was afraid that I would never become the person I wanted to become. I was afraid that mfs like Maurice would continue to come at me because they saw the version of me that I presented at 616, the shell that seemed weak, just like how they saw women, just like how they saw anyone with a vagina.

This is the fear of all boys and men unknowingly or fully conscious of the patriarchy, masculinity, and the world, of folks on the verge of misogyny, misogynoir, and hypermasculinity. The fear of being seen by other men and women-as-patriarchy’s-footsoldiers as pussies, weak in body, mind, and spirit, and therefore as exploitable to the point of being used as a punching bag.

This was why there was such a ludicrous outcry over Cardi B and Megan Thee Stallion’s “WAP” last month. The responses weren’t about Christianity and morality. Not really. They were about the need to keep women from freeing themselves and their vaginas from the clutches of patriarchy. The angry gasbags on Instagram and Twitter venting their spleens were expressing their need to keep women and their pussies in a locked box, fully under the control of men and women-as-patriarchy’s-footsoldiers, for use only in case of wanting to make a sanctified baby (especially White ones). Anything short of this total control weakens men, weakens patriarchy, and makes us vulnerable to questioning ourselves.

The truth is, heterosexual men especially are scared because we as a group cannot be as strong as women, queer/transgender women included. None of us can be strong when we refuse ourselves the right of vulnerability, the need to feel feelings aside from anger, rage, and bravado, the courage of solidarity and love, and the humanity of affection with and for others — including for the men in our lives. This isn’t just about men needing to cry when in each other’s presence (although I am more than sure that would be helpful for millions). It’s about the need to connect with the parts of ourselves that we refuse to acknowledge. For most men, it’s as if we are all M1 Abrams tanks, ready to kill and destroy at a moment’s notice.

But as so many Black feminists in my life have reminded me over the years, the vagina is a really strong muscle. After all, the vast majority of humanity has passed through one on the way to being born. It is a muscle that can be strengthened, stretched, and even repaired, something we as a species and world so desperately need. Try as men might, there are no dick exercises in which any anatomical male can do reps with his penis and build strength. At least not yet.

Mrs. Bryant and the Beginning of Donald 1.5

03 Sunday Jun 2018

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

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A bright blue sky, just before the long storm, February 19, 2011. (http://www.photos-public-domain.com). In public domain.

We’ve reached the end of yet another school year, number 32 for me overall, between my twenty-two years between kindergarten and doctorate and my son’s ten years of K-9 (this doesn’t included the 13 years of overlap, in which my primary job has been as an instructor, or my wife’s two years of grad school). The end of sixth grade was not particularly violent. But it was a rough transition to nearly eight years of bumps, bruises, grinding poverty and psychological torture, and a constant struggle for my true self.

The one strong and calming influence in the midst of this gathering storm system was my sixth grade teacher at William H. Holmes ES, Mrs. Della Bryant. She was the fourth of my four Black teachers between first grade and middle school. Mrs. Bryant was as important to me on the cusp of becoming a teenager as Ms. Griffin was to my grounding as a student in first grade, and the crush I had on Mrs. Shannon in third. Because Mrs. Bryant didn’t just aspire for us to do well and get A’s. She wanted us to think big picture, and not just about high school or college. Mrs. Bryant encouraged us to think in larger, worldly terms, to take politics and religion and literature and the stuff of intellectuals seriously.

She indulged us, especially me and my then best friend Starling. So many times that year, Mrs. Bryant allowed us to debate current event topics in class, whether we had sufficient facts or not. The Iran hostage crisis, the 1980 election cycle and why Ronald Reagan would be worse than President Jimmy Carter (no one in our class played devil’s advocate), the legality of Israel unilaterally bombing an Iraqi nuclear weapons centrifuge site.

Those were among the moments I lived for in Mrs. Bryant’s class that school year. I lived for them not just because I liked showing off my knowledge. I already knew I was smart. I spent the following year saying “I am the smartest kid in the whole world!” to myself, and occasionally, to Humanities classmates who made me feel inferior.

No, those debates weren’t about my raw analytic power and great ability to remember. They were about discovering what I thought I knew about a topic, understanding what I didn’t know, and being able to articulate it all without losing my thoughts in the ether. And in all that, I discovered parts of myself. My forthrightness. My New York-style sarcasm. My sense of righteous anger. My ability to summarize a situation in order to derive or intuit possible responses, even solutions.

That was what Mrs. Bryant with her light but steady touch helped me get to in sixth grade. A sense of enlightenment that could survive the false gods of Hebrew-Israelite-ism, the false father of my then idiot stepfather “Judah ben Israel” née Maurice Washington, and the fallacy that I had any control over my world.

But that wasn’t all Mrs. Bryant helped me do that year. She encouraged me to take on other projects, especially contests. Like posters for Dental Health Month, or participating in Election 1980 activities, and journaling and writing down my thoughts about virtually everything. Mrs. Bryant did me the honor of having me introduce our graduation speaker at the end of sixth grade, nearly 37 years ago. It was a two-minute speech, but it was also in front of a couple hundred people. I don’t think I’ve even been as nervous being on radio or television. Most of that stuck with me for years, somehow surviving through years of crumpled neglect.

Mrs. Bryant was the one who shepherded me into the Humanities Program, something that I’d only heard about once before, inadvertently through Brandie Weston (who was a student at Pennington-Grimes) the year before. With my grades and test scores, I probably could’ve made into the Grimes Center a year or two earlier. That is, if my teachers Ms. Pierce and Mrs. O’Daniel had thought of me that way. But in the big scheme, it wasn’t that important. Mrs. Bryant did think of me that way, and went out of her way to say as much. “Mrs. Bryant’s encouragement, her insistence that I was ‘one of the best students’ she ‘ever had,’ made sixth grade a joyful time,” I wrote in my memoir.

Now, despite Mrs. Bryant, I wasn’t prepared for going to school every day with 150 other know-it-all’s, many of whom would never have to worry about Con Edison bills being overdue or having no food to eat for three or four days at time. Or, the constant threat of domestic violence and abuse at home. Heck, between Humanities’ decided demographic affluence and ideological Whiteness, I doubt that most of my eventual classmates worried about anything other than getting A’s until puberty took full hold.

As I wrote in Boy @ The Window, “Mrs. Bryant never warned me that Humanities would be overwhelming because my social skills outside of Holmes were as well developed as a spoiled seven-year old’s.” I simply didn’t handle the transition from a 98-percent-Black elementary school to the mostly White Humanities program very well. Then again, with so much going wrong at home, I didn’t handle much of anything well in the 16 months after sixth grade.

But one thing I carried from my year with Mrs. Bryant was that I could survive and succeed despite it all. To observe and listen, and not just speak off the cuff. To be patient, and keep working. Frankly, it was likely because of teachers like Mrs. Bryant that I discovered my first superpower, my ability to think, remember, and write. And in that discovery, bury the pains of earlier abuses that would’ve surely killed me (or at least, led to a successful suicide) by the time I turned fourteen. Mrs. Bryant, wherever you are, and whatever you’re up to, I say, with love, many, many thanks!

Fife and Shalom

12 Tuesday Jul 2016

Posted by in 1, Boy @ The Window, culture, Eclectic, eclectic music, Hebrew-Israelite, Mount Vernon New York, music, New York City, Pop Culture, race, Religion, Youth

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Civil War-era wooden fife, May 19, 2004. (Kevin Saff/National Parks Service via Wikipedia). In public domain.

Civil War-era wooden fife, May 19, 2004. (Kevin Saff/National Parks Service via Wikipedia). In public domain.

One thing I never discussed here or in Boy @ The Window were the handful of “leisure” activities I had during the Hebrew-Israelite years. The world in which we lived back in the ’81-to-’84 period had precious few resources and even less room for things like summer camps, overseas travel, baseball games, amusement parks, or even a free impromptu rap battle at Van Cortlandt or Hartley Park. Heck, the Kool cigarettes’ music series that sponsored “Teddy Pendergast” or “Rufus and Chaka Khan” in those days might as well have been a trip to see the World Cup in France compared to our pitiful roach-and-belt circumstances.

One of my idiot stepfather Maurice’s Hebrew-Israelite friends, though, did provide a free service for us males in ’81 and ’82. His name was Tamrin. He was a heavy-set dude, probably about five-foot-eight, maybe 120 or 125 kilos (between 245-260 pounds), and likely in his late-thirties. Unlike so many of the Hebrew-Israelite men I had the curse to meet in those naiveté-shattering years, Tamrin had a lighter touch. His idea was to put together a boy’s band of fifes, drums, bugles, and other marching instruments to lead us Hebrew-Israelites in marches through the street of Mount Vernon, as well as temple sites in the Bronx, in Harlem, and in Brooklyn (specifically, Bed-Stuy and Flatbush, if memory serves). Even at twelve, I knew how ridiculously uncool that idea sounded.

That was his plan, anyway. So off and on, between August ’81 through the second week in July ’82, Tamrin gave me and other kids music lessons to play overly bombastic marching band music. These were the kind of joyless songs which one was mostly likely to hear at Moscow’s May Day parade of soldiers and nuclear missiles than hear anywhere in ancient Israel. I was picked out because I had musical training in my immediate pass. I played the trombone in fifth grade. Or rather, I had six months of trombone-playing lessons at William H. Holmes ES before my music teacher had a heart attack and died in March ’80. I sang in chorus all through sixth, seven, and eventually, eighth grade. I could read music, though I struggled in transition between half-notes and quarter-notes.

Pulaski Day Parade on Fifth Avenue in Manhattan, October 6, 2013. (http://www.posteaglenewspaper.com).

Pulaski Day Parade on Fifth Avenue in Manhattan, October 6, 2013. (http://www.posteaglenewspaper.com).

So Tamrin would come over about twice a month, usually on Saturday afternoons, and spend a couple of hours with me playing the fife. (Can you imagine that? A twelve-year-old, kufi-wearing Donald playing such a small and delicate reed instrument? Really? Really!) Tamrin took us to the Pulaski Day Parade down in Manhattan the first Sunday in October ’81 to see how the pros do the fife-and-drum thing. The costumes I found fascinating, but I dreamed of food, not of marching around with fife.

Once Mom’s already pitiful funds got down to a disposal income of $5 per day — that was in December ’81 — Tamrin didn’t come around as much. Though he wasn’t getting paid much, I think he still expected $10 per lesson. Still, he came around even when he wasn’t getting paid, though it was only once a month during the ’81-’82 winter. That’s when I noticed, though just barely, that Tamrin had diabetes. His fingers had swelled during the winter, and he moved slower, too.

From mid-April to the beginning of July, Tamrin was around nearly every Saturday for an hour at a time, working with me on marching while playing fife, polishing up fife-ful flourishes, and getting me to learn more bombastic music. There were a couple of times I played with the other preteen and teenage Hebrew-Israelite kids. They seemed about as cool with this fife-and-drum band as I was with having an abusive stepfather.

And that’s who stopped my participation in Tamrin’s pet project. After my summer of abuse began in earnest on July 6, ’82, Tamrin came around that Saturday, July 10. I played my fife to some music, but the knot on my head, the bruises to my left cheek and jaw, and my busted lip would’ve been obvious to any observer in the week after Maurice tried to beat me into submission. I kept playing my music, but I knew that Tamrin and Maurice were jawing at each other about something or other, hopefully not me. All I know was, that was Tamrin’s last time working with me to play the fife. I’d continue to see Tamrin at temple. But that second Saturday in July ’82 would be the last he’d come over to 616 to teach me terrible music for the fife.

Oppression graffiti, January 15, 2013. (Students for Liberty via http://genderlitutopiadystopia.wikia.com).

Oppression graffiti, January 15, 2013. (Students for Liberty via http://genderlitutopiadystopia.wikia.com).

Did I play a good fife? Tamrin thought so. Compared to my Hebrew-Israelite comrades, I’m pretty sure I did. But like with so many things Hebrew-Israelite during those years, it was a bitter march to nowhere. The fife was part of a Hebrew-Israelite physical and spiritual gulag that put me into more chains, rather than freeing me to be me. Despite Tamrin’s intentions, the idea of molding me and others into men in conditions that would make most “men” contemplate homelessness or running away was a ridiculous pipe-dream.

That Tamrin was likely the only adult male in the Hebrew-Israelite camp who saw Maurice for the lying, abusive, womanizing asshole he was made me realize not everyone in this world was against me. But in a religion that when practiced helped oppress me and others more than the outside world, what was any Tamrin to do?

Mrs. Shannon

25 Saturday Jun 2016

Posted by in 1, Boy @ The Window, culture, Eclectic, Jimme, Marriage, Mount Vernon New York, My Father, New York City, Politics, Pop Culture, race, Youth

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Lynda Carter as Wonder Woman, circa 1976, June 25, 2016. (http://www.moviepilot.com).

Lynda Carter as Wonder Woman, circa 1976, June 25, 2016. (http://www.moviepilot.com).

It’s been nearly four decades since my first teacher crush, maybe really, my only teacher crush. Of course there were a number of teachers I came to adore and love, but not in a child-like, puppy-love way. Ms. Griffin, Ms. Martino, Harold Meltzer, even that tough old bird in Mrs. O’Daniel (R.I.P.) were a few of my favorite teachers before college. (And as a professor, I do make the distinction between teachers and professors, since the former [mostly] work with students more closely, and at a more impressionable age.)

For me it was Mrs. Shannon and third grade at William H. Holmes Elementary, the 1977-78 school year. She was my real-life Wonder Woman, with none of the skills but all of the passion of that goofy ’70s show. Beyond that, she really set me on the path to make education my weapon, my equalizer, even though it would be years before I realized the untruth of this ideal for so many.

Third grade was my transition year from Nathan Hale to Holmes. The two elementary schools were at the opposite ends of Mount Vernon, with Nathan Hale on the predominantly Black and more impoverished South Side, and Holmes on the more middle class and Whiter North Side. Though one school veered toward Pelham and the other toward the Bronx, both were similarly composed of mostly Black and some Latino kids. Interestingly, Mostly White Traphagen ES was technically a closer walk than the seven blocks between 616 and Holmes, but the Board of Education cut off the neighborhood zone right at the northern corner of the East Lincoln-Sheridan Avenue intersection.

My pretend version of an introduction to a documents-based question essay for AP World History (in my best-worst handwriting), June 21, 2013. (Donald Earl Collins).

My pretend version of an introduction to a documents-based question essay for AP World History (in my best-worst handwriting), June 21, 2013. (Donald Earl Collins).

Despite this zoning, I lucked out. Mrs. Shannon was a young Black veteran teacher, probably between twenty-eight and thirty-three years old at the time. She was full of energy and ideas, and kept all of us on our toes. She even made my first grade teacher Ms. Griffin look lethargic by comparison (and Ms. Griffin was a bundle of energy herself!). She gave out tons of homework, drilled us on spelling, grammar, and all but beat my fingers with a ruler to improve my penmanship (my handwriting is still horrific).

In that year of learning about my new school, my new classmates, and my new neighborhood, I learned a lot from Mrs. Shannon. For one, I learned to read about more than Peanuts comic strips in short picture book form that year. I began to see books not as a burden, but as a window to new worlds, to worlds better than the one in which I lived. I learned, too, the power of multimedia. Mrs. Shannon used the latest in technology, the compact short film strip projector, to show us everything from current events to the rise and fall of ancient Mayan civilization. The screams that came from the tape recorder that came with the film strip made the fall of civilizations scary for me.

But really, after a year of unacknowledged abuse, Mom’s divorce from my dad, moving to 616, and a terrible teacher in Ms. Hirsch, I found myself healing a bit in Mrs. Shannon’s class. She actually hugged us, hugged me even, when it looked like we could use one. She was tough, though, too. I daydreamed so hard during one math lesson that I fell out of my desk chair. I ended up standing in the corner for fifteen minutes while balancing my textbook.

I daydreamed a lot in those days. I usually daydreamed about food, usually Hostess Suzy-Qs (back when they were made with lard) or what we’d have for dinner that evening. As the year progressed, a good portion of my daydreaming was about Mrs. Shannon. I was eight, so mostly it would have been about her face, her smile, her smell, maybe a kiss here, or a hug there. (Back then, I even loved the smell of her lunches, which mostly comprised of cans of tuna fish with the occasional crackers.) She would get frustrated with me, too, because I coasted for most of the year with B’s and C+’s. Mrs. Shannon asked me one, “What are you daydreaming about?” There was no way I could say, “Why, you of course!”

Ice Capades 1978 brochure (with Dorothy Hamill near middle right), June 22, 2016. (http://www.retrospace.org).

Ice Capades 1978 brochure (with Dorothy Hamill near middle right), June 22, 2016. (http://www.retrospace.org).

Still, without Mrs. Shannon, Mom doesn’t go out and spend $300 on the ’78 edition of the World Book Encyclopedia. It was the path that led to my cosmic leap of academic development and use of near photographic memory power. With Mrs. Shannon, I saw the world beyond Mount Vernon and 1978. I could see New York beyond subway and Metro-North rides with my drunk father. I went to the Statue of Liberty and to Madison Square Garden for Ice Capades with her. Without Mrs. Shannon, I wouldn’t have recognized that I had within me any intellectual capabilities to develop. Without Mrs. Shannon, the lessons I barely knew I learned — from Roots to multiplication tables — would have disappeared from my memories.

By the end of third grade, I didn’t want to go to fourth grade and Holmes’ second floor, where the fourth, fifth, and sixth grade classrooms were. I felt like I would never see Mrs. Shannon again. On my way out of her classroom, I gave her one last hug, while she reminded me that I could “always do better” academically. I went home that morning, went into the bedroom I shared with my older brother Darren, and walked into our small walk-in closet. Once there, I shut the door, and cried like a little baby for at least a half hour. The good news was, no one was home that Friday. I cried as if I’d never see Mrs. Shannon again, even though I knew I would. That was thirty-eight years ago this week.

The Mountaintop of Sixth Grade

22 Wednesday Jun 2016

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

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William H. Holmes Elementary, Mount Vernon, NY, November 23, 2006. Donald Earl Collins

Thirty-five years ago this week, I finished elementary school. Thirty-five years since I first felt that feeling of reaching the mountaintop, as if I’d accomplished something in my life. Three-and-a-half decades since the last time I was unknowingly naive and unnecessarily arrogant.

It was a finish with a flourish, though. Combined with having become a part of a bizarre religion, I had a new point of view on my life by the time graduation day on Friday, June 26 of ’81 rolled around. My family was now two months into our serving Yahweh, and I was six weeks removed from losing my best friend Starling because of this nutty religion. It was a time in which I felt overwhelmed about my present and immediate future. Yet I acted as if I’d published a book that was both a New York Times Bestseller and a Pulitzer Prize winner. I couldn’t have been more pumped up if I’d been on Walter White’s blue crystal meth from Breaking Bad.

The Sun setting behind the Statue of Liberty, New York, July 4, 2003. (http://science.nasa.gov/).

The Sun setting behind the Statue of Liberty (kind of how I saw my life back in 1981), New York, July 4, 2003. (http://science.nasa.gov/).

But I had some basis for seeing myself as great. As far as I was concerned, I was the unofficial valedictorian of my elementary school class at William H. Holmes Elementary, the ’50s structure next to the big Presbyterian church on North Columbus and East Lincoln Avenue. My teachers had chosen me out of all of my classmates to speak at our graduation ceremony. On that last Friday in June ’81, I served as the opening speaker, introducing the city councilman who served as our keynote. I even wrote the short introduction that I delivered on that wonderful day.

I firmly believed no one in the world was smarter than me. In the three years prior to graduation, I had straight A’s. Still, that paled in comparison to my performance my last year of elementary school. I figured out that I earned an A on forty-eight out of fifty-two quizzes and tests in sixth grade. The lowest grade I earned that year was an 88 on a spelling quiz. I’d won a Dental Awareness Month award for Best Poster and came in second in a city-wide writing contest that included essays from high school students. If anyone had known how big my head had grown that year, they would’ve stuck a pin in my temple just to let the air out.

It wouldn’t have been any funnier if I’d pretended I was Mr. October himself, Reggie Jackson, saying his words, “Sometimes I underestimate the magnitude of me.” I wanted so badly to see myself and to be seen by others as special that I forgot about the work it had taken to move my reading and writing skills up eight grade levels in a little more than two and a half years.

Yankees/Oakland A's/California Angels HOF Reggie Jackson at bat, 1980, accessed June 21, 2016. (AP Photo).

Yankees/Oakland A’s/California Angels HOF Reggie Jackson at bat, 1980, accessed June 21, 2016. (AP Photo).

It was a great day, sunny and low-eighties with cumulus clouds and low humidity. But knowing what life at 616, Mount Vernon and Humanities had in store for me over the next eight years, I should’ve smelled the ozone in the air. I should’ve looked more closely at my sky, to see the flocks of seagulls flying away from the shoreline. I should’ve sensed — and did, on a very low-frequency — the hurricane gaining strength in my life. I chose to ignore it, hoping that I could fake my way through it while resting on my laurels.

To think that it would’ve been another nine years before I felt like I could take on the world again. If someone had told me in June ’81 that I’d have to wait until my junior year at the University of Pittsburgh to have a straight-A semester, I would’ve grabbed a gun and shot myself through the temple with a Colt .45. And I would’ve made sure the bullet I used had a hollow tip. If I’d known that I’d have to wait a full decade to be comfortable with myself as myself in all of my goofiness again, I probably would’ve cried on the spot.

All I can hope these days is that my nearly teenage son can strike a balance between being cool and being cool with himself. I don’t want him spending a decade trying to figure himself out all by himself.

My Busing Blues

25 Wednesday May 2016

Posted by in 1, Academia, Boy @ The Window, culture, Eclectic, Jimme, Marriage, Mount Vernon New York, My Father, Pittsburgh, Politics, Pop Culture, race, University of Pittsburgh, Youth

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TFD bus (they're still around?), South Side, Mount Vernon, NY, May 25, 2016. (http://zztalon.tripod.com/).

TFD bus (they’re still around?), May 25, 2016. (http://zztalon.tripod.com/).

Schooling and friendships have been the main theme of my posts this month. I find myself in deeper reflection about my years before the Boy @ The Window years these days. Maybe because I’ve come to realize that those years between ’74 and ’81 were far more influential in how I saw the world than I’d previously given credit.

One issue that I think I’ve had insight into for years before actually becoming an educator is busing. Maybe not so much in relation to school desegregation, though. As a seven-year-old, it would’ve been in terms of friendships and belonging. The only time I faced a no-choice busing situation was my last two and a half months of second grade, between April and late-June 1977. My Mom and Maurice had moved in together and moved me and my brother Darren to North Side Mount Vernon and 616, the house of horrors that would become the central locale of my memoir.

The Soiling of Old Glory, Boston, MA, April 5, 1976. (Stanley Forman/Boston Herald American via Wikipedia). Qualifies as fair use due to historical important of photo and low resolution.

The Soiling of Old Glory, Boston, MA, April 5, 1976. (Stanley Forman/Boston Herald American via Wikipedia). Qualifies as fair use due to historical important of photo and low resolution.

The only thing I knew of busing before the move from 425 South Sixth to 616 East Lincoln was that Darren had been taking a bus to Clear View School in Dobbs Ferry every school day since my first day of kindergarten in ’74. Also, the images in my head from national news on the three main networks about Boston Public Schools and protests in ’74 and ’75. I had no idea in the spring of ’77 that many White and more than a few Black parents were fighting a desegregation order that required widespread busing in Boston. All I knew at the time was that a lot of angry people with signs and bricks and bottles were on my TV screen at the beginning of September almost every year.

My spring of busing was one of misery. Not because Mount Vernon was under any desegregation order, which it was. Mom had made the decision to not disrupt second grade for me by keeping me at Nathan Hale Elementary, the school that we had lived two doors down from prior to our 616 move. The other option was for me to start at William H. Holmes Elementary five months sooner, so that my transition to third grade would’ve been easier. Thanks, Mom.

Even at the time, I wished she had. Mom had been sick for half that school year. She and my father Jimme were in the midst of a nasty divorce. We had already moved. It made no sense for me to continue to go to Nathan Hale Elementary. I couldn’t stand my teacher Ms. Hirsch. She was the only teacher prior to Humanities, and especially Humanities at Mount Vernon HS, who thought of me and other students as essentially kids without a future. Ms. Hirsch was the only teacher prior to my senior year at MVHS who told me that I wouldn’t “amount to anything.” I hated, hated being in her classroom. It was a feeling I wouldn’t have again until David Wolf and AP Physics my senior year, and even then, that feeling only lasted for forty-five minutes, and even then, it wasn’t with me every day.

By the end of second grade, I was without any friends. Not because I did anything weird, which I’m sure I did. The constant disruptions in our living arrangements meant that I no longer played in the playground next to Nathan Hale after school, where I could hang out with other first, second, and third graders. (I was scared to go there by myself otherwise, anyway — this issue, to be continued.) A bunch of my first grade friends from Ms. Griffin’s class had left during the summer of ’76, leaving Winston, a first grader, as my only friend at Nathan Hale. Yeah, I talked to Lauren and one other girl in Ms. Hirsch’s class, but that was pretty much it.

Now and Later candies, made by Farley's and Sathers, October 26, 2010. (Evan-Amos/Vanamo Media via Wikipedia). Released to public domain.

Now and Later candies, made by Farley’s and Sathers, October 26, 2010. (Evan-Amos/Vanamo Media via Wikipedia). Released to public domain.

Taking the bus to and from school for those last fifty days or so of school was torture. Not because kids make fun of me, which they didn’t, or because I was part of some experiment related to desegregation, which I wasn’t. I hated the smell, of bubblegum and Now-&-Laters, of sweat from recess and gym, of exhaust fumes from cars because our little TFD bus wasn’t air-conditioned. Mostly, I couldn’t stand the forty-five minutes or hour that it would take to go from 616 to Nathan Hale, picking up kids all through Mount Vernon along the way.

Fourteen years later, in an upper-level US urban history undergraduate course (my last history class before grad school) at the University of Pittsburgh, one of my required readings was J. Anthony Lukas‘ Common Ground (1985), his Pulitzer Prize-winning book on busing and school desegregation in Boston. There were so many powerful parts of Lukas’ book that piqued my interest. His coverage of parents from all sides of the busing controversy. The sense that school desegregation was a bit of a Pyrrhic victory legally, but not so much culturally, because of the “hearts and minds” issues around race. What struck me, though, was the limited perspective Lukas provided on kids who had to ride these buses between Black, White, and Puerto Rican neighborhoods to get to these schools throughout Boston.

Front cover of Common Ground (1985) by J. Anthony Lukas, September 3, 2014. (http://goodreads.com).

Front cover of Common Ground (1985) by J. Anthony Lukas, September 3, 2014. (http://goodreads.com).

I imagined what it would’ve been like to bus in Boston during my K-2 years. I had it hard enough as a child of abuse and divorce, with a move to an uncertain future, and with at least one teacher who saw me as little more than human garbage. Add screaming and spit-flying from White parents raging over school desegregation? I really could’ve been written off, never having a chance to become a good student, and more importantly, a lifelong learner. Maybe the only lesson I would’ve learned from busing was that Whites against busing have serious high-blood pressure issues. Or, more realistically, that White parents didn’t want me to become friends with their kids.

Either way, Lukas helped me realize, maybe for the first time, how twisted and evil American society would have to be to expose kids to blatant racism and not-so-blatant economic inequalities as demonstrated through busing.