On The Road In The 1970's--Part 61

In the two terms of third-year Spanish that I took in the "G" class during my junior year at Broad Ripple H.S., my teacher during both terms was a friendly and non-authoritarian white woman teacher, who seemed to be in her 40's, named Mrs. Diaz, who was also a very good teacher. Of course, one reason Mrs. Diaz seemed to enjoy teaching the third year of Spanish to the "G" class I was in was because there were only about 10 students in this "G" class during both terms of the 1963-1964 school year.

So many years later, I also can't recall much of what I particularly experienced during the fall of 1963 in Mrs. Diaz's class, except that, unlike my Spanish language teachers in New York City, Mrs. Diaz spoke Spanish with the pronunciation that was used in Mexico and other Latin American countries, rather than speaking in the Castillian pronunciation that was used in Spain; and that in her class we used some more recently-published Spanish language textbook than the El Camino Real textbook that had been used by teachers in my first two years of Spanish language classes.

And the only other paricular things I now remember, related to being in the Spanish "G" language class is that, except for me, the other 8 or 9 students in the class were white women students in the fall of 1963; and, like the other high school students in this "G" class, I scored high enough on Mrs. Diaz's multiple-choice tests, and on the homework exercises that she assigned us to turn in, so that my final grade in the first term of late 1963 was probably either "A" or "A-minus."

After I started watching the "Mr. Novak" weekly series on television in Indianapolis around this time in the early 1960's, my then-interest in eventually becoming a teacher of African-American working-class students in some public high school was reinforced. But because I also saw myself by my junior year in high school as a would-be playwright. or maybe as some kind of future newspaper journalist, it was during my junior year at Broad Ripple H.S. that I took either one or two terms of a typing class. After all, how could I be a writer of plays, or possibly work on a newspaper after college and completing the required two years of U.S. military service (that I then both expected to be doing and had no moral objections to doing at that time) if I didn't know how to type rapidly?

If I did take only one term of typing class, by now I can't recall whether I took the typing class in the fall of 1963 or in the spring of 1964 term. And the only things I now recall about the typing class I took  is that, of the about 30 students taking the typing class, nearly all the other students in the class were white high school women, most of whom were preparing to become secretaries after graduating from high school, if they didn't, after graduating, get married immediately to a steady boyfriend; and that the white woman high school student who sat behind the typewriter, on the seat in the classroom closest to my seat and the typewriter I was using, wore lipstick and make-up each day and seemed pretty to me--although I can't recall ever chatting with her, either before or after the typing class.

Ironically, if you had told me in either the fall of 1963 or the spring of 1964 that, from the point of view of making money in the 9-to-5 capitalist work world during the decades before I finally retired, the touch-typing skills I acquired in this typing class would end up being the most useful work-related economic survival skill the U.S. public school system gave me, I would have thought you crazy.

Yet were it not for the fact that, until I finally retired, whenever I needed money quickly to pay my rent in the 1970's, 1980's, 1990's and early 20th-century, I was able to often get some daytime menial wage work quickly, by dressing-up in a culturally straight way, going to some office work temp agency, typing over 60 wpm and accurately on a 5-minute typing test, and getting some kind of low-wage clerk-typist, secretarial, data entry, statistical typing, medical typing, or dictaphone-typing menial 9-to-5 office work assignment.

And, in addition, the typing skills I acquired in this Broad Ripple H.S. typing class also were financially useful when I worked as a typesetter for a weekly newspaper for awhile. Before the human typesetters who typeset newspaper reporters's articles on perforated computerized typesetting machines became victims of technological unemployment; after new computer programming and computer technology were developed in the 1980's, that enabled newspaper reporters to get their stories edited and typeset directly onto the newspaper pages, without the use of skilled working-class people, who, prior to the late 1980's could still find jobs as typesetters.

In retrospect, of course, from the point-of-view of making money in the 9-to-5 work world during the decades before I finally retired, it probably would have made more sense for me to have taken a class in auto mechanics, electronics, short-order cooking, carpentry, print-shop, or computers in the early 1960's--instead of in typing--during my junior year at Broad Ripple High School, perhaps?

  

 

On The Road In The 1970's--Part 60

In both the fall term of 1963 and the spring term of 1964, I took no science course at Broad Ripple High School. But during the same two terms, I did take two terms of English, two terms of Spanish, and two terms of Intermediate Algebra in "G"/"honors"-type classes, with the more higher-academic achieving students at Broad Ripple.

Despite getting a low grade in my Geometry II class during my sophomore year, apparently because I had received either a 90 or 95 final grade for each term of my 9th grade Elementary Algebra class in New York City, I was still assigned to Mr. Mahin's "G" Intermediate Algebra I class in the fall of 1963. 

But aside from vaguely being able to picture how Mr. Mahin's classroom looked, vaguely recalling that I must have received either a B-plus, A-minus of A as my final grade that semester (because I pretty much spent time at home doing the assigned homework on a daily basis-- and didn't just wait until the night before a scheduled test in class to try to cram into my brain all the intermediate algebra lessons' content we were supposed to be tested on), and also vaguely recalling that a white high school woman student with short hair, who always wore glasses, named Sandy, seemed to be the smartest mathematics student and most grade-oriented student in the class, I now remember nothing else about what I experienced in this class during the fall of 1963.

I also cannot now recall very much what kind of literature, in my English "G" class, I was assigned to read, during the fall term of my junior year, by the white woman teacher who taught this class, Mrs. Deering, who then seemed to be in either in late 30's or early 40's.

Most men likely then considered Mrs. Deering to be prematurely overweight for a woman of her relatively young age; and she didn't seem as intellectually, politically, or philosophically liberal as the older English "G" class teacher I had during the second term of my sophomore year, Mrs. Griggs--whose latter of recommendation likely led the Columbia College's admissions office to admit me into Columbia University in the fall of 1965.

But Mrs. Deering was a fair marker and good teacher, and she seemed to like the short story I handed to her to fulfill one of her homework assignments that fall, in which I satirically described the parasitic business activity of a funeral director; which was written after I watched a television documentary on the "CBS Reports" show that was based on Jessica Mitford's early 1960's best-selling The American Way of Death book.

Besides recalling that I wrote and handed in this short story, the only particular thing I remember about this class was that it was in this class that I noticed that one of the high school white woman, Mary, who sat in the individual desk-chair stool seat next to mine in the classroom and put on lipstick each morning before attending school, was someone I felt attracted to physically.

But Mary, whose mother apparently was either seeking election or re-election to the Indianapolis School Board that fall, never showed any particular indication that she might have welcomed it if I asked her for a date during either the fall or spring term when we shared the same English class high school teacher; and I can't recall ever even conversing with her at all even once, either before or after class during my junior year at Broad Ripple.

By the fall of my sophomore year at Columbia, three falls later, I was then tending to be more physically attracted to women who didn't wear lipstick than to those who did. But, like I've indicated before, in high school, like most of the other high school guys in the school, I tended to still feel the high school women who put on lipstick and make-up each morning, before coming to school each day, were prettier and more sexually desirable than the high school women who did not use lipstick and make-up.   

On The Road In The 1970's--Part 59

With respect to what happened in my academic classes at Broad Ripple High School during my fall 1963 to spring 1964 junior year there, after so many decades I now have relatively few memories.My most vivid memory is what I experienced in a U.S. History I class that was taught by a right-wing white woman teacher, who appeared to be then in her 50's, named Mrs. Woods.

In elementary school and in my first term as a sophomore at Bayside H.S., I had usually scored the highest mark on my class social studies or history multiple choice tests; and I was usually the student who most often responded inside the classroom most quickly with the answer to any of the oral social studies or history-based questions a teacher would ask. Yet Mrs. Woods's U.S. History I class at Broad Ripple turned out to be the only social studies or history class in junior high school or in high school in which I didn't receive either a 95 or an "A" final grade.

There seemed to be two reasons why the right-wing Mrs. Woods ended up only giving me either a B-minus, a C or a C-minus in the U.S. History I class I took with her in the fall of 1963. Because the class was not a "G" class in history of more academically high-achieving students (similar to an "honors" class in history in a NYC public high school), all the other students in this history class pretty much sat silently in the class, looking bored and never raising their hands to ask a question, in response to whatever 1950's-type right-wing conservative view of pre-U.S. Civil War history Mrs. Woods happened to be presenting to us in her classroom. And so I seemed to be the only student in Mrs. Woods's class who was interested enough in U.S. history to raise my hand and sometimes ask her a question, in this class.

Yet because my questions reflected the early 1960's anti-communist liberal corporate media's late 1950's "You Are There"-type historical television show's view of U.S. history more than the anti-communist, Joe McCarthy-type right-wing Freedom Foundation-1950's conservative-type perspective, that Mrs. Woods was into, Mrs. Woods apparently felt I was challenging her intellectual authority and her qualification to teach the class, if I asked a question that she was unable to provide a convincing answer to.

The second reason Mrs. Woods seemed to want to punish me with a low final grade was because I also raised a question in class one day about the method she was using to "teach" us U.S. History I. In all of my previous social studies or history elementary, junior high school and high school classes (and in all my subsequent high school history or social studies classes), all the social studies or history teachers would spend at least 90 percent of all the classroom periods in a school term presenting a summary of the topics we had read in our history or social studies textbooks, and answered homework questions about, and leading discussions in class about these topics.

In Mrs. Woods's U.S. History I class, however, around 90 percent of all the classroom periods in the school term were periods in which Mrs. Woods had us spending nearly the whole period just watching a 16mm movie, often produced by a right-wing anti-communist organization like the Freedom Foundation, about the particular U.S. history topic we had been previously assigned to read about in our textbook. And she would spend no time in the classroom discussing the topic of the film or the historical topic we had read about in our history textbook.

So after it appeared to me that (unlike all the other social studies or history teachers I had previously had or would subsequently have) Mrs. Woods was having us watch movies in our U.S. History I class in practically every period during this term, in order to be able to avoid having to do any teaching of history during each period when she was supposed to be teaching, I asked her in class why she was haing us watch a movie nearly every period in class, instead of leading a discussion of what we had read in our history textbook?

And, again, Mrs. Woods seemed to apparently feel that I was questioning her right to collect a history teacher salary in the fall of 1963, when all she was mostly doing in the classroom was turning on the 16 mm projector each period and sitting in the back of the classroom, in the darkness, while her students spent the 40-minute period watching a movie nearly every day in class.

Luckily for me, however, I was not stuck with Mrs. Woods as my U.S. History class teacher again in the spring term of my junior year at Broad Ripple High School. And because, as usual, I always answered over 90 percent of the multiple-choice questions correctly on the social studies-related test forms the teacher periodically gave us, and was also the student in this non-"G" class who most frequently and quickly answered whatever in-class history book textbook-related question this second history teacher asked, not surprisingly, I ended up receiving an "A" in this U.S. History II spring term class.