Photo by Brooke Estis Bleyl

Friday, May 24, 2013

Spoon River Middle School: 6

Andee St. Cloud


Essay: I Love ________ (You said we could write whatever we wanted so I did.)
Mrs. Smart

NOTE TO MRS. SMART: You can pretend none of this is true, if you want to.
           
“I Love Smoke”

      I don’t smoke just because my parents do.  I mean, you hear all kinds of stuff about how kids who grow up in smokers’ homes end up being smokers, too.  You hear the same thing about drinkers and abusers.  If you grow up in a home where people drink, they say, or where people hit each other, well, that’s the way your home will be, too, when you grow up.  I’m not so sure about that.  It seems to me that most kids I know want to do the opposite of what their parents did.  But I could be wrong.
      Anyway, yes, the air in our house is always smoky.  My mom smokes a lot, my dad smokes even more, and older sister (do you remember her?  Vanessa?  she’s three years older than me and she really liked you, she told me) and her boyfriend (him you don’t know), they both smoke, too—a whole lot.  So I guess you could say I came by my love of smoke naturally.  I was smoking the air in our house even before I knew what a cigarette was.
     
      Other houses smell funny to me now—I’m talking about the houses of people who don’t smoke.  When I walk in one of them, the air smells so weird—sharp, or something.  It smells bad to me, like this school does.  After about two minutes in a house like that, I can tell you what got cooked that day—and the day before.  I can tell you if somebody just took a shower, or went to the bathroom for another reason.  (I know you told us to be “G” rated in this, but I’m just trying to be honest.)  I can tell you if they’ve got pets—and what kind, too.  Birds smell different from dogs, dogs from cats—you can even smell a fish tank, did you know that?  You can smell that—and a whole bunch of other stuff I’m not going to get into—in a house where no one smokes.
      Let me tell you some things I really like about smoking—besides the smell, which, as I already told you, I love.  I like the smell of a fresh pack when you first open it.  I like how hard it is to get the first cigarette out of a tight pack.  I like the feel of a cigarette in my hand. I like lighting it, with a lighter or a match.  I think I like a match best because of that sulfur smell when you strike one.  Hell is supposed to smell like that, so I guess I won’t mind that part of it.  And Vanessa’s boyfriend (I mentioned him already, but you don’t know him, he moved in here in high school), he showed me a way to strike a match, slip it between my fingers, cup the rest of my hand around it, and that way I can light a smoke, even outside on a windy day.  It’s so cool, doing that.
      What else do I like?  Flicking ashes gently into the ashtray—I hold the cigarette between my thumb and forefinger, then with my ring finger, I flick the ashes.  It takes some practice to do it right, because if you do it too hard, you can knock off the glowing tip, and then you’ve got a problem, like if it lands on the rug or someone’s clothes or something.  I’ll tell you a rug story later.
      One of the funniest things I ever saw was when my dad flicked a cigarette out the window.  We were out on I-80, doing about 95 mph, and he didn’t flick it hard enough (the faster you’re going, the harder you have to flip it because the wind is going so fast).  So anyway, he didn’t flick it hard enough, and it blew right back in the window and down the back of his T-shirt.  He started yelling and stuff, trying to reach down his back, but he couldn’t reach far enough, and we were swerving all over the road—good thing no one else was around us.  I was laughing so hard I almost puked, so was Mom, and Dad finally drove off into the center strip, a real grassy place, lucky for us, where he stopped, jumped out of the car and ripped his T-shirt off, right over his head in one quick movement.  His shirt had a big ragged burn-hole in it (have you ever seen those? I’ll show you a couple of my tops), and he had this nasty-looking little wound in his back, too, like someone had held a cigarette-lighter from a car against his back for a while.  He was yelling and cussing and telling Mom and me we shouldn’t be laughing at him.  But we couldn’t help it.  We were on the ground we were laughing so hard.  I laughed so hard I farted—and then we laughed even harder.  And other cars were pulling up to see if we were all right, and my dad told a couple of guys to go you-know-what, which I guess they thought was a good idea, because they drove away.  Finally, Dad got back in the car, and we drove off to one of those little emergency medical places.  He had to lean forward the entire way, so he wouldn’t touch his back against the seat, and he was swearing the whole time while Mom and I laughed like crazy.
      They gave him some junk to put on the burn, and they put a bandage on it, but he still had to lean forward for a week or so whenever he drove, and every time he did that, Mom and I just cracked up.  The whole thing was really pretty funny.
      You want to know what tastes really bad?  Lighting up a cigarette that you already put out once.  Sometimes when you’re out of smokes, and you want one so bad, you go all around the house looking in ashtrays and even in the trash to see if you can find a butt that’s long enough to light up again.  Sometimes you have to straighten them out a little, because, you know, you crushed them pretty good when you put them out the first time.  So you find one, you sort of make it straight again (you have to be careful, though, because if you break it, then when you inhale, you don’t get anything but a bunch of fresh air) Anyway, now you’ve got something to smoke, but you don’t ever want to inhale the first drag on it, because, as I said already, nothing tastes worse in this whole world than the first drag on a cigarette that you’re smoking for the second time.
     
      And here’s what really smells bad: Sometimes you forget to put out a cigarette.  Like you leave it in the ashtray while you go out to the kitchen to get something to eat, and then the phone rings or something and you talk for a couple of minutes and when you get back out to where you left your cigarette, you can smell it before you ever see it, if it’s lying there smoldering in the ashtray, only partway burning because of the other ashes and butts blocking the air (cigarettes need air to live, you know, just like us), and man does that ever smell bad, a smoldering cigarette.  Yuk.
      Sometimes you can scare yourself with a cigarette.  (This is the rug story I promised.)  Once I was on the floor watching TV late at night, with an ashtray right beside me, and I fell asleep during some dumb program, and when I woke up I smelled something burning.  I looked over and saw that my cigarette had rolled out of the ashtray and had burned a little ugly hole right in the carpet.  Man, I knew I was dead if anyone saw that hole, so I went over to the wall behind the couch, where the carpet still looked kind of new, and I found all these carpet fibers bunched up there.  So I pinched some of them up and then stuffed them into the cigarette hole.  By the time I was done, you couldn’t tell that anything had happened—I mean, it looked perfect.
      Of course, about a month later when my mom vacuumed the floor, those fibers came right up, and she started yelling.  So I went in to look, figuring I’d have to confess.  But guess what?  There were about a half-dozen places where someone had burned holes in the floor and stuffed the holes with fibers.  So I told Mom the truth: “I didn’t do all that,” I said.  She said, “Wait till your father comes home!”  And when he did, he admitted he’d made the holes with his cigarettes—he didn’t even notice that there was an extra one that I’d made.  It kind of made me laugh, how my dad and I think alike.
      Now, I know it’s dangerous to smoke in bed.  I don’t ever do that.  Well, not any more, not since last year when Craig’s whole house got burned up.  And his face and all.  Well, I guess I shouldn’t say I don’t ever do it.  Sometimes, you know, you just can’t help falling asleep.


Thursday, May 23, 2013

Back to School



Yesterday, I was in a second grade classroom for the first time in a long, long, long time.  Our son was in second grade in 1979-1980, the year we returned to Ohio after a year's sojourn in Lake Forest, Illinois.  I was in second grade in 1951-1952, Avondale School, Amarillo, Texas, where my father, a World War II vet, was stationed at Amarillo Air Force Base during the Korean War.  (Fortunately, he did not go overseas.)

We were visiting the classroom of our older grandson, Logan, whose class was doing a poetry recital at 2:15 p.m.  We were the first parents or grandparents to arrive at the school--hey, you never know how long a trip is going to take.  Don't want to be late--or to miss it altogether, right?  We waited in the main office, reminding me of other waits in the main office when I was a student (Joyce has very different school memories in this regard).  I was not in trouble much--but some.  And I did make visits to the office every now and then.  Once--honest to God--it was for going down the up stairs (Adams Elementary; Enid, Oklahoma).

Slowly, the other parents and grandparents arrived, and we eventually found Logan's classroom after negotiating a labyrinth of hallways that would have sent Theseus home in tears as the laughter of the Minotaur echoed behind him.  We sat in little second-graders' chairs (Will I be able to get back up? I wondered) until the room was jammed.  Then we watched a twenty-minute PowerPoint presentation about the kids' year--seeing them in all sorts of activities, from reading on the floor to playing outside to entertaining visitors to ... you know.  The kids all gathered up by the screen and whooped with laughter whenever they saw something amusing--especially the day their teacher took pictures of each of them, individually, making funny faces.

As I looked around the room, I realized that what I was seeing was totally different from what I had experienced in Amarillo in the early 1950s.  Sure, some things were the same--inspirational messages on the walls, posters here and there.  A chalkboard.  A flag.  But the rest was different.  The room was air-conditioned, for one thing.  Think you've suffered?  Sit in a brick building with small windows in the Texas Panhandle in June.  (Oh, we were tough!)  Logan's room had a digital projector affixed to the ceiling, and little tables were distributed around the room in clusters.  Little quiet areas with soft things for them to flop on while they read or worked together.

Different.

When I was in second grade, no one cared how comfortable we were.  Silent, we sat in rows of wooden lift-top desks that were bolted to the floor.  Facing the front and the teacher.  We sat at our desks and did work--rarely, if ever, did we work together, which, of course, was cheating.  Occasionally, another teacher would come in--the music or art teacher; mid-morning we would go outside for recess, my favorite time--by far.  We had no physical education teachers or classes.  Oh, the other activity we had?  Practicing for atomic bomb attacks.  Getting under our desks, holding our arms over our heads.  I think even the dimmest of us knew that was pointless.

Whenever we went anywhere (to the bathroom--always in groups, to lunch), we lined up--Single file, Indian-style, said the teachers--and off we marched, making certain we stayed in our row of floor tiles as we moved down the tiled hallway.  As silent as a funeral procession.

Soon, the PowerPoint was over, and we moved outside to the school courtyard, where the kids lined up like a choral group and chanted in groups the little poems they'd memorized during the year (I didn't recognize any of them).  Cookies and punch and proud parents (and grandparents) ensued.  And I thought about how alien all this would have seemed in Amarillo, 1952.

Yes, second grade seemed like a much more warm and welcoming place than it was in my day.  Soon, of course, the youngsters will be entering a different world--a colder world of lock-step curricula and high-stakes testing.  And there will be no more poetry borne on the bright May air.

Wednesday, May 22, 2013

Spoon River Middle School: 5


Jennifer Queen


— Free Writing

            Beautiful

Isn’t she beautiful?
These were the first words
I ever heard,
the first I ever learned—
or, at least, the first I can remember.
I still hear these words
all the time,
from family, friends,
strangers, too.
But … think about it … just a minute …
Isn’t she beautiful?
That’s a question,
isn’t it?

Tuesday, May 21, 2013

Baz Luhrmann Directs HAMLET!

Transcript of a story meeting: Baz Luhrmann (director), William Shakespeare (author)

BL: You've got a great story here, Willie.
WS: Will.
BL: Whatever. A great story.  I'll confess--I'm not sure what it's all about, but between you and I--
WS: "between you and me"
BL: Whatever.  Between the two of us, I think we can, you know, clear up some of the confusion, inject a little ... animation!
WS: Animation?
BL: People like to be animated at the movies.  Excited.  You know?
WS: I know.  There's more than one kind of excitement, though.
BL: Whatever.  Now, first thing ... we need a frame story ...
WS: A frame story?
BL: Yeah, that's where--
WS: I know what a frame story is: I used one in The Taming of the Shrew.  But in Hamlet--
BL: Every now and then we'll have Hamlet's brother come out and explain things ...
WS: Hamlet doesn't have a brother.  He's alone.  That's the point ...
BL: Let's see [thinks] ... we'll call him ... Omelet.  That'll keep the breakfast thing going with the names.
WS: The breakfast thing ...
BL: Next ... you've got just too many words here, Willie.  I mean, really, "To be or not to be, that is the question"?  I've cut that whole thing.
WS: Why?
BL: It doesn't, you know, move the thing forward; it just sort of ... sits there.
WS: Kind of the point, Baz.
BL [ignoring]: And we definitely gotta have more sex in this thing.  Here ... look at this scene where  Hamlet goes to talk to his mother after that play-within-a-play thingy--which, Willie, I kind of liked, though we're going to add some cgi there--make it look more real.  Anyway, I was thinking that when Hamlet goes in to see his mother, he catches her doing it with Claudius.  That would explain his rage.
WS: That doesn't make any sense ...
BL: Who cares? No one will notice if it's really good sex ...  Oh, and we definitely gotta have Ophelia doing it with Hamlet--and maybe with her brother, too, though not at the same time, of course.  Even my audiences aren't ready for that.
WS: Why?
BL: It'll explain why she goes crazy and stabs her father.
WS: He's dead already.
BL: I changed that.  Oh, and I gave her a mother, too.  She's doing it with Laertes, too.  Another reason Ophelia's crazy--she's jealous of her own mother.  [Pause.]  This is getting good!  What if Ophelia's mother is doing it with Gertrude, too!
WS: I'm not feeling well.
BL: I love the pirate thingy, by the way--where the pirates grab Hamlet.  I've got Johnny Depp on board for that sequence. ... Get it ... "on board"?
WS: I get it.  But we don't actually see that happen ... the pirates ...
BL: You crazy, Will?  Not see the pirates!  I've got a whole sea battle planned ... a kraken ... everything.
WS: I'm really not feeling well.
BL: Then, at the end, we're gonna bring the ghost back.  Since almost everyone's dead at the end, we're going to end with a big ghost dance.  I've got Kanye booked ... Timberlake and Samberg will bring in a little comic relief--which, Willie, this thing really needs; they'll do a version of their "Dick in a Box" song--"Ham. in a Box."  Get it--the coffin?  Everyone will go home happy.
WS: O, that this too too solid flesh would melt--
BL: I cut that thingy too.
WS: Or that the Everlasting had not fix'd

Monday, May 20, 2013

Spoon River Middle School: 4


Claire Bell


Punishment Essay
Mr. O’Dull

Found in folder

 In my experience, Claire, you said, class clowns are not girls.  And then you looked at me over the tops of your glasses.
I guess that was supposed to make me shut up—most of the things you say to me are supposed to make me shut up, did you know that, Mr. O’Dull?  And you look over the tops of your glasses when you want to look right through people.  Especially me.
But it didn’t make me want to shut up, not the words, not the glasses.  It made me mad.  First of all, yeah, I’m a girl, and if I like to laugh, I don’t see how that makes me a Class Clown.  And if you think I’m a clown, well, what’s wrong with wanting to be funny?  Comedians make lots of money.  And besides, everybody wants to be funny—even you do, making those stupid jokes all the time.  Which kids laugh at just because you’re the teacher.  If anyone else said them, no one in the whole world would laugh at them.  Except you maybe.
And second of all (okay, maybe it’s third or fourth by now), I don’t really like it—in fact, I hate it—when anybody tells me I shouldn’t be something, or I should do something.
I mean, let’s just go over what it was that made you so mad you assigned me this stupid thousand-word essay.  And why I’m so mad that I’m writing it like this?
Almost every day you’re late to this class . . . do you know that?  Of course you do.  I mean, you can hear the tardy bell as well as anyone else.  And so every day we sit here a couple of minutes and wait for you, and because there’s no one here—no teacher here—well, things can get a little bit out of hand.  Now and then.
And that’s where I come in.  I perform a public service.  I keep the kids entertained and laughing.  Otherwise, you know, they could be throwing stuff and putting out each other’s eyes.  And then you’d get sued when all the parents came in here upset because all their kids are blind.  So I’m saving you money, too, by clowning around, as you put it.
Now, normally, our lookout is Craig Burns, whose wheelchair is back by the door so he can get in and out of here with as little hassle as possible.  I bet you didn’t know that Craig Burns, who never says anything in class, actually says one sentence just about every single day: Here he comes!  His voice doesn’t sound like it used to, before the fire.  He croaks a little, like Andee St. Cloud’s dad, who’s a big smoker.  Did you ever hear him?
So most of the time when you finally get here—and we can smell the cigarette smoke on you, Mr. O’Dull, so we know where you’ve been, smoking down in the boiler room with the custodians when you know it’s against school rules for anyone, including teachers, to smoke anywhere in the whole entire building—well, things are at least a little bit settled down.  So if you think it’s bad when you finally come in here, you have no idea what it would’ve been like without me.  ’Cause what I usually do, you see, as I said, is entertain everyone.
Every school night I write out what I’m going to do—like a little script.  Most nights it takes me about an hour.  And I always do it first, before any homework, because I want my mind to be fresh, you know?  I don’t want to be all tired and bored, because when I’m like that, I write some of my worst, unfunny stuff that probably even you wouldn’t laugh at.  Now, sometimes I write out parts for other kids to play, but usually it’s just me.  When you’re hurrying down the hall, late to class again, haven’t you ever heard clapping from the room?  Well, what do you think they’re clapping for?  For you?!?
Now, today, with Craig Burns absent, I forgot—just plain forgot—to ask someone else to look out.  I was so excited about what I’d written—and it was a little longer than usual—that I wanted to get started right away so I could get the whole thing done before you showed up.  I should’ve been more careful, I know.
So when you walked in, I didn’t even see you at first.  Otherwise, I wouldn’t have gone on writing on the board my “vocabulary list” for the week, just the way you write yours every Monday.  I’d planned to have it all erased when you got here—I knew I could do it in the time between when Craig said Here he comes and when you actually walked in the room.  But I didn’t.
Now, you insisted that I write those words again, right here in this essay, so you could show them to . . . well, to whoever you’re going to show. So just remember, you made me do this.  So here are my five vocab words for the week—all of them, as I’m sure you can tell, are fake words, words I just made up, trying to be funny.  So, here goes . . .
1. skullcracker : a teacher so boring that kids fall asleep so fast their heads crack into their desktops
2. deathbreath: a teacher whose personal air can kill
3. deskflipper: a teacher so big that when he sits on the edge of your desk, it’s in danger of flying clear across the room
4. chartfart: a teacher who spends half the period checking attendance with a seating chart
5. whitebite: that smear of chalk dust on a teacher’s butt                 
I know . . . not all of these are funny, but you try coming up with stuff 185 days a year.  And speaking of 185 days.  Do you know that if you’re two minutes late every day—which you are (sometimes more)— that’s 370 minutes a school year.  That’s six hours and ten minutes of class we’re not having because you need one more suck on your cigarette.
I bet you something: I bet you won’t show this to anyone.
In my experience, Mr. O’Dull, people don’t show other people things that really embarrass them.  Like this essay.  (By the way, I just counted: Before this sentence I had 1066 words, not counting the title, my name, or any other junk.  So I wrote even more than you assigned.  Do I get extra credit?)
Do you know what happened in 1066?  William the Conqueror.  Battle of Hastings.  All that history junk.  You can look it up.

Sunday, May 19, 2013

What if ... ?



I had a grim thought this morning.  (Grim thoughts arrive all too often these days.)  But this particular Grim Thought needs a little explanation ...

Most of Joyce's Akron family worked for the rubber companies--her father was with Firestone, some uncles with Goodrich and Goodyear.  Joyce grew up in Firestone Park in Akron, attended Akron Garfield High School, won a Firestone scholarship for college ...  Her father--her uncles--all were members of the URW (United Rubber Workers), the union.  As a result, all earned a living wage, had medical and retirement benefits, were able not just to have dreams for their children but were able to do something about them.  Joyce's mother was a salaried employee with the Akron Board of Education (working in the main office dealing with food service); she had benefits and a pension, as well.

One of Joyce's cousins went to med school and still lives in Akron.  Another had a long career as a police dispatcher in Akron.  Joyce graduated from Wittenberg, went on to earn her Ph.D. at KSU and to have a stellar career in teaching and writing.

But what if ... ?

What if Joyce had been born in 2013?  During the era of outsourcing and anti-unionism?  More than likely, her parents--both with high school educations--would have been forced into minimum-wage jobs.  No benefits.  Nothing but Medicaid to help them when they were sick--and, later, they would have had to retire with only Social Security and Medicare to ease their lives.

And Joyce?  Sure, she would have been just as bright, perhaps just as ambitious.  But her chances for having the life she's had would have been greatly diminished.  Not impossible--just unlikely.  They could not have afforded to live in Firestone Park (which was a modest middle-class neighborhood); Joyce would have attended, in all likelihood, a rougher school.  Perhaps she would have won a scholarship to college?  But maybe she would have gone to work immediately after high school to help her parents.

And this, of course, is the dark side of the fracturing of the middle class: the fracturing, as well, of hope--for millions and millions of people.  Joyce's family had no desire to gain fabulous wealth, to buy a yacht and a Gatsby mansion.  They displayed no envy for those who had "more."  All they wanted was to live reasonably (they never borrowed money; her father used no credit cards), to provide possibilities and choices for their daughter.  They lived to see her graduate from college, to receive her Ph.D., to publish some of her books, to deliver their grandson (whom they adored), to adorn the faculty of Hiram College.  They were profoundly proud of her, of course--but, I hope, of themselves, as well.  Their dreams--their modest, hopeful, human dreams--had come true.

And now?  Even modest dreams require enormous sacrifices--and debts.  Today, even modest dreams--for myriads of people--are no longer even dreams at all.  They are pure fantasy.  And who can calculate the social cost?  What price tags dangle from shattered hopes?

Saturday, May 18, 2013

Who Needs Mr. Chips When You've Got a Microchip?



Online courses are not going away.  They're cheap (no health insurance and other benefits to pay a professor who, you know, is probably obnoxious anyway; no annoying dorms to supervise, classrooms to equip and maintain; etc.); they're convenient (waiting for your date to show up at Applebee's? fire up the iPhone and finish that segment on the Transcendentalists); they work (well, probably not--but who cares?).

I should confess at the top here that as a teacher who's taught forty-five years in a variety of venues (public middle school, private college, public university, private high school) I am--what?--bothered? angry? hurt?--that an iPad can replace me.  (Think of those nineteenth-century artisans who watched in alarm while management wheeled in the machines to replace them.)  But I like to think that even if I were not so emotionally invested in these digital changes that are sweeping through all levels of schooling, I would find the prospect alarming.  No ... horrifying.  To me, it's just another sad example of how we often do things not because we should--but because we can.

Some thoughts:

  • Online advocates assume (believe?) that learning can be reduced to a series of steps--incremental, measurable steps. All the course designer has to do is line those steps up in a sensible sequence, show the pathway to students, collect a fee, and let them start walking--or running--along them. Simple?  No, simple-minded.  Sure, such a process probably works if you want to learn how to, oh, fillet a fish, but if you want to read Moby-Dick, it's ludicrous.
  • Some of education is, of course, what we used to call "content"--information, facts, dates, places.  You can hardly call yourself an educated person if you don't know when the Civil War was, where Iraq is, who wrote Hamlet, and so on. Sure, schools could "deliver" some of this kind of thing--and I emphasize some--digitally. But not as much as you might think. A lot of "content" that I learned--and still know--has stuck in my memory for a variety of reasons--e.g., I like it (it's cool to know that Shakespeare had a son named Hamnet); I use it frequently (hard to get through a day without knowing what the White House is); I'm proud of it (I've memorized over 130 poems; I review them continually so that they stay in my head so I can recite some lines when a fitting moment arrives); I admired and/or loved the person who first told me about it (my parents, some teachers, my friends, my wife).  When love's involved, knowledge becomes ever more adhesive.
  • We test what's easy to measure. These days, the vast (and enormously profitable) testing industry is, as everyone knows, driving the curriculum ... right over a cliff.  Scores are all that matter.  Little else.  The test results are the products; the teachers, the sales clerks; the students, the consumers.  We so revere numbers and statistics that we do not pause often enough to ask: Where do these numbers come from? Do they really measure what they purport to measure? What do they actually measure?  Is what they're measuring worth the effort--and cost? What are the effects of all this testing on kids?  On teachers?  On the culture and morale of the school?  Etc.?  I've written here before about the wonderful writers I've taught who did not initially pass the 8th Grade Writing Proficiency Test in Ohio.  Their problem?  They wrote too well.  They got "off topic."  They veered off on an interesting detour, arrived by a different route, found Failure awaiting them.
  • It seems to me that online education is even more susceptible to dishonesty and chicanery than traditional methods.  How on earth do educators really know who's sitting at that screen?  Doing that work?
But I guess what bothers me most is that online learning assumes that education is just the transmission of information--like a package from UPS.  You see something online; you want it; you order it; it arrives; you open it; you have it. 

But I know that education is not like that, not at all.  In her 1984 novel The Finishing School, Gail Godwin has one character say to another: "The whole secret of teaching is to capture the student's imagination" (248).  That is much closer to the truth, isn't it?  Sure, teachers "teach" things--facts, ideas, concepts, connections--but most of that does not really linger long--not unless it fits the traits I mentioned above (you like it, you use it, etc.).  What does linger?  The image of those great teachers you've had--what they loved, how they dealt with you, how they ate knowledge like snack food--or a fine meal.

In my own case, the great teachers I had are with me every day--in my memory, in my imagination.  They smile when I have an interesting thought, when I use something they taught me, when I display a skill they helped me learn, when I read a book they once talked about, when I just go off on something and want to learn all there is about it.  Oh, and they frown when I do or say something stupid, when I'm careless, when I waste a moment of this most precious life.

I remember the looks on their faces, the gleam in their eyes, the touch of their hands on my shoulder, the passion that swelled in their voices, then overflowed, flooding the room; I remember their excitement about something they'd just learned or read--or just figured out. I remember their tears when they read lovely lines of verse.


I despair when I think that we are creating schools where such things are less likely to happen, where some future student's memory of a teacher will be only a flicker on a flat-screen monitor.