Good Beginnings–Mama K and Her Kin, Part I

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View of Mt. Cheaha near my grandmother’s birthplace in northeast Alabama

My grandmother, my mother’s mother, and one of my namesakes (I was named after my two grandmothers) was a teacher. We called her Mama K. She came from the mountains of Alabama, up near Chattanooga, that’s the tail end of the Appalachian range. It’s beautiful up there. If you ever visit, be sure you go to Mt. Cheaha, the highest point in Alabama.

My grandmother met my grandfather, also a teacher and a principal, at what was then called Jacksonville State Teachers College. Back then, the late 1920’s, a person could complete a teaching degree in just two years. They met in a music appreciation class. He was funny and boisterous, she was proper and reserved. He had grown up near Budston in Chambers County, Alabama, still one of the poorest counties in the nation, and she had grown up in the mountains, also surrounded by poverty, but their families, mostly farmers, managed to give their children good beginnings–childhoods filled with love, security and faith–teaching them self-sufficiency and discipline, but they wanted more for their kids than the hard scrabble life they had, so they managed to find a way to send them to the teachers college, where they could hopefully rise out of the poverty in which they were born.

All but one of my grandmother’s siblings became educators. Uncle John Taylor was principal of a school in Rome, Georgia for years. I didn’t know him well, but I went to his funeral with my mother, and I’ll never forget how packed that church was, how well-respected and loved Uncle John Taylor was.

My Aunt Jane, the baby of the family, completed all the course work for a doctorate in mathematics but didn’t see the need to write a dissertation as she was happy teaching algebra, calculus and trigonometry to high school students, mainly in Valley, Alabama, in the east-central part of the state near the Alabama/Georgia line. My daughter’s middle name is Jane in honor of my great Aunt Jane, who never married and had no children of her own. Her niece, my mother, became a teacher and high school librarian.  I, the grandniece, am a teacher too, having taught English composition and literature over 25 years in private at public schools, at the secondary and college level.

Aunt Dixie, the middle daughter,  also obtained a teaching certificate and maybe taught a year or two, but she went to revival services at the little County Line Baptist Church and fell in love with the handsome young preacher who was preaching that day, my Uncle Judson, and married him. His son, also Judson, became a teacher and principal in the Birmingham, Alabama area, now retired as Dr. Judson L. Jones. His daughter Lea is also a teacher and working on her doctorate in education.

Uncle Jim went into the navy and served his country honorably, becoming a farmer near Troy, Alabama, carrying on his parents’ profession, but it’s interesting to note that his daughter and granddaughter became educators, highly respected in their fields.

When Mama K graduated from Jacksonville State Teachers College, her first teaching position was in North Alabama in a one-room schoolhouse. I remember going through some of Mama K’s old school books from those days when I was a child. It was one of my favorite past times. I loved old books and still love them to this day, the way they smell and feel and look. In between the pages of one of the old textbooks was a little pamphlet about Harry the Hookworm, illustrated with funny little cartoon pictures of a hookworm and explaining how to avoid getting the parasites by using a latrine. The latter part of the pamphlet actually had instructions on how to build an outhouse.

I asked Mama K about it, and she told me this story. Once when she was teaching in that little schoolhouse in North Alabama, there was one little boy who was very poor and usually came to school wearing the same clothes, but she didn’t think anything of it because his clothes, despite being worn, always looked clean, but one day every time he came close to her, she noticed a horrible smell, a body odor that got worse in the next few days, especially now that it was getting colder, and she was keeping the windows and doors of the little schoolhouse closed.

Finally, the smell got so bad that she simply had to say something, so she kept him after school and asked as gently as she could, “Are you taking a bath from time to time?”

He said, “Yes’m”

“Are you taking off your shirt and your pants and getting into a tub?”

“Yes’m. My mama heats up the water on the stove and I get in.”

“Do you scrub all over?”

“Yes’m”

My grandmother didn’t want to embarrass the boy any more than she already had, but she wanted to find out what was causing the smell and she had her suspicions, so she said, “Are you taking off all your clothes, including your underwear?”

He looked surprised at the question, and said, “Why, no ma’am. My mama done sewed me into my underwear!”

She chuckled and I laughed, after she explained it to me as I didn’t have much knowledge of long johns, and then she got serious, telling me that when she taught at the little one-room schoolhouse, a large portion of her teaching was about how to live a healthy life day to day when you were poor and didn’t have much of anything. She talked about how poor her students were and that many of them didn’t have houses with running water or latrines. They didn’t know many of the basic things, so she taught those along with reading and writing and arithmetic. She felt good about the short time she taught those students because she believed she was helping them have better lives.

My grandmother wasn’t sure how the boy resolved his problem, but he never came to school again smelling bad and everyone, including his fellow students I’m sure, were happy about it.

I look back at that story today, as a teacher myself, and am heartened. Sometimes what I have to say is difficult to say and hard for some people to hear. It is embarrassing and uncomfortable. It sometimes leads to confrontations, but if something is wrong at my institution, if something smells bad, then it is my duty as a leader in my classroom and at the college to find the cause of that stink and start scrubbing.

I learned how to seek and scrub partly from my grandmother–Margaret Katherine Dabbs, a brave and honorable woman–and I am thankful for the good beginnings she brought to my life, especially my teaching life. I hope I can be her namesake in more ways than one.

Next up–A story about Mama K during the time of school desegregation in Alabama.

O’Connor and Swift–Revelation

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View from the Craggy Gardens Trail off the Blue Ridge Parkway where I went to think on Veteran’s Day, 2014

I’m preparing to teach on two of my favorite works, “Revelation” by Flannery O’Connor and “A Modest Proposal” by Jonathan Swift  Both works have been extremely important in my life–humbling, formative, funny in such a strange, macabre way.

“Revelation” is the story of Mrs. Turpin, who runs a pig farm along with her husband. At the opening of the story she has brought her husband to a busy doctor’s office to have his infected leg treated. While in the lobby waiting, Mrs. Turpin voices her contempt for all those she feels are beneath her, which is just about everybody. An ugly girl, O’Connor’s description, not mine, gets fed up with Mrs. Turpin’s comments and has a rather extreme reaction, causing a needed change in Mrs. Turpin when she realizes she is indeed, “a warthog from hell.”

Everytime I re-read “Revelation” I am struck, just like Mrs. Turpin, by O’Connor’s big fat book of human development, realizing that I too am a warthog, for all my blustering arrogance. I remember her words that I repeat when I’m lecturing. When asked why she used such violence and grotesque characters in her work, O’Connor said, “To the hard of hearing you shout and for the almost blind you draw large and startling figures.”

Sometimes I do that. And it’s okay. As long as I stay humble and am willing to accept the fact that people don’t like it much when warthogs squeal.

Jonathan Swift shouted and squealed when he wrote “A Modest Proposal,” suggesting that the Irish problems of extreme poverty and famine be solved by eating Irish children. He even included recipes. Some people took his satire seriously and feared for Swift’s soul, others criticized him for his over-the-top style, just as they criticized O’Connor. Funny how the world remembers and studies those bold enough to shout.

So lesson for today–Realize you are just a warthog, then start squealing.

Today’s squeal–Every American who is willing to study hard and aspires to a profession that requires a four-year degree, not two years of technical training only, deserves an affordable way to obtain that degree without becoming overburdened with debt.

What the Powers That Be Seem to Care About

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Sometimes I feel really small and not in a good way like Hannah must have felt in between these redwoods on our trip to California a few years ago. That’s what led to this rant–feeling small

What the Powers That Be Seem to Care About: :

  • Meetings.Not useful ones. Probably not ones “the powers” want to hold either, but must be checked off “the list”
  • Lists.Probably not ones that my powers created but some powers somewhere thought that having an entire campus come together every other month (I shouldn’t complain it used to be every month) was somehow a “sign” that good communication was going on between the administration and the faculty and staff when in fact no communication goes on; however, requiring everyone to come to that meeting means someone somewhere can check an item off a list and checking items off lists produces numbers.
  • Numbers. The powers love numbers. Numbers validate. Numbers justify. Numbers produce. Exactly what these numbers produce I’m not sure, but they are obviously very important to the powers. and are essential to the powers maintaining power.
  • Maintaining Power. When you get down to it, that’s what this is really all about. Power. If the powers have power to tell employees what to do and when to do it and require them to come to this meeting and that one, then they continue to have a sense of power. And when they begin to feel powerless, the powers seek power wherever they can find it because staying in power means they can keep the job that allows them to tell other people what to do and criticize them when they don’t do the job the way they were supposed to when the employees were never told how to do the job in the first place. Or when they don’t go to a meaningless meeting, of course. And the employees can’t complain or stop the powers because powers are rarely evaluated by anybody else except by a once a year employee satisfaction survey that no one will pay attention to because the survey is just a process that produces more numbers that lead to more lists that must be discussed at more meetings attended by the powers that be because other powers demand it. And at the meetings about the numbers and the lists and the other meetings, more lists will be created to solve the problem, and after much discussion, it will be decided that the problem lies with the people whom the powers have power over and other lists will be created without the knowledge or input of the people who will be required to follow said lists who will be criticized when they don’t follow the lists correctly..
  • It’s as simple as that.

Notice that nowhere in this post were the words “education” or “students” mentioned. Hello! Why would they be?

From Vent to Art

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Curtis McCarley, composer and friend, at the show Pentecost after the Dramatists Guild of America’s Saturday Showcase in Raleigh, September 2014

A couple of years ago on the way back from Pennsylvania where we were visiting John’s family, I started venting, not out loud, but on paper. I was so disgusted with the way higher education is becoming more like a business than a public service–a source of income rather than a source of learning. Workforce development was, and remains, the buzz phrase around my college and my state. Practical learning rules the day–as if teaching people to think–the goal of a liberal arts education–is not the hallmark of any practical-minded curriculum.

But this blog post is supposed to be about art rather than venting, Katie Winkler, so get back to it.

So because I want to keep my job despite its frustrations, on that long drive home after the holidays, I began to muse about a way to vent, well, creatively. I felt like I was being asked, not to really teach, but to walk through the motions, without asking my students to reach an acceptable standard for college level students, so zombies came to mind. I felt I was being sucked dry of all my creativity and autonomy in the classroom–vampires came next. I found another analogy–so much technology but no real attention to that technology’s practical application in the classroom–inept wizards. And then there were werewolves and nazis.

But there are those who are still fighting–and not just faculty–there are staff members and administrators who are fighting the good fight. They are the fairy godmothers (and one fiesty fairy godfather) of my story. I started throwing my ideas out to my husband and daughter as we drove along and next thing I knew it the plot of CAMPUS, my new musical, was born.

Now, when frustration threatens to overcome me on the job, I retreat into the fantasyland of the College of Applied Multi-Purposes United in Simplicity, where the good fairy godteachers fight against their arch-enemy, Mr. Mediocrity, and all his minions, to uphold the ideals of the liberal arts and bring truth and beauty to two promising students, Jack and Jill, who want an education, a real education, one that prepares them for life, not just a job.

The play is going well. My friend and composer Curtis McCarley, my friend Christine Potee Laucher and I presented a scene from the play and a few songs at the Dramatist Guild of America’s Saturday Showcase in September at the Burning Coal Theater in Raleigh that was well-received, and I’ve submitted a proposal for a grant to help Curtis and I complete the work. I hope to get the play written by the end of June when I’ll hear about the grant.

Even if the proposal is not accepted, I’m glad I’ve pursued writing this play. It has given voice to my frustration in a creative, constructive way, helping me to continue my work while keeping in the forefront of my mind what are the true goals of my life.

Here’s the lyrics to one of the songs from the play, “Down at the Diploma Mill”:

DOWN AT THE DIPLOMA MILL
ONCE I WAS A BRIGHT YOUNG TEACHER
ONCE I MADE MY LESSON PLANS
ONCE I LOOKED INTO THEIR SHINING FACES
AND THOUGHT I’D MAKE A DIFFERENCE
NOW I KNOW THAT WAS ALL A LIE

CHORUS
WORKIN’ DOWN AT THE DIPLOMA MILL
LOOKIN’ FOR SOME BRAIN CELLS TO KILL
WE NEVER MEANT IT TO BE THIS WAY
But we GOT NOTHIN’ LEFT TO SAY
DOWN AT THE DIPLOMA MILL

ONCE I HAD SOME GOOD IDEAS
ONCE I TRIED TO CHANGE MY WAYS
QUIT GIVING OUT OBJECTIVE TESTS
BE DIFFERENT THAN ALL THE REST
ASK AN ESSAY QUESTION
DO A PROJECT INSTEAD

BUT THE DEAN SAID IT WASN’T ASSESSMENT
WE SHOULD GET RETURN ON OUR INVESTMENT
IF IT’S NOT SOMETHING WE CAN CALCULATE
OR THAT’S EASY TO REGURGITATE
THEN IT’S SOMETHING YOU CAN’T DO
DOWN AT THE DIPLOMA MILL

CHORUS
WORKIN’ DOWN AT THE DIPLOMA MILL
LOOKIN’ FOR SOME BRAIN CELLS TO KILL
WE NEVER MEANT IT TO BE THIS WAY
But we GOT NOTHIN’ LEFT TO SAY
DOWN AT THE DIPLOMA MILL

BRIDGE
WHY DID I SPEND THAT MONEY TO BE A DOCTOR
WHEN ALL THEY WANT IS A PROCTOR
WHY BOTHER CALLING ME A TEACHER
WHEN I’M JUST A FACILITATOR
FESTERING IN THIS STINKING DIPLOMA MILL

THE STUDENTS SAY MY CLASS IS TOO BORING
TOO MUCH GRAMMAR OR MATH STARTS THEM SNORING
I NEED TO TRY AND ASK THE GOOD QUESTIONS
NOW I CAN ONLY HIDE MY FRUSTRATION
IT’S ALL I CAN DO TO KEEP THEM FROM TEXTING

CHORUS
WORKIN’ DOWN AT THE DIPLOMA MILL
LOOKIN’ FOR SOME BRAIN CELLS TO KILL
WE NEVER MEANT IT TO BE THIS WAY
But we GOT NOTHIN’ LEFT TO SAY
DOWN AT THE DIPLOMA MILL

The Times They Are A’Changin’

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I started a blog back in 2012 here on Word Press that I haven’t touched. A lot has happened since then in my life and at my job. I’m an English instructor at a community college in Western North Carolina. Since November of 2012, we’ve been through some radical systemic changes with which I have been involved–or not. Some I participated in willingly and some kicking and screaming. Some I started but someone else insisted on finishing. In the weeks to come I hope to share some of these changes with you–the good, the bad and the ugly.

But right now I have papers to grade and online classes to build. TTFN!