The Quality of Mercy

images

Maggie Smith, one of my favorite actors, as Portia 
in Shakespeare's Merchant of Venice--
the BBC's 1972 version of the play

The quality of mercy is not strain’d,

It droppeth as the gentle rain from heaven

Upon the place beneath: it is twice blest;

It blesseth him that gives and him that takes:

But mercy is above this sceptred sway;

It is enthroned in the hearts of kings,

It is an attribute to God himself;

And earthly power doth then show likest God’s

When mercy seasons justice. Therefore, …

Though justice be thy plea, consider this,

That, in the course of justice, none of us

Should see salvation: we do pray for mercy;

And that same prayer doth teach us all to render

The deeds of mercy. I have spoke thus much

To mitigate the justice of thy plea;

Which if thou follow, this strict court of Venice

Must needs give sentence ‘gainst the merchant there.

The Merchant of Venice, Act 4, Scene 1

I am so much like Shylock. I believe strongly in justice. Just like Shylock, I don’t just seek justice, I demand it. But unlike him, I hope, in dealings with my students anyway, I see the wisdom of Portia, one of my favorite of Shakespeare’s female characters, and I know that it would have served Shylock well to heed Portia’s words and render mercy. And indeed, many times when a student asks for mercy, and I choose to give it, we are indeed both blessed. The student gets a chance to rectify whatever problem there is–attendance, poor performance in class, misbehavior in class, whatever it may be, and I get the satisfaction of helping a student succeed and truly learn something valuable.

Sometimes, however, that mercy is given, the student takes it, and then uses my act of mercy against me. This just doesn’t happen to teachers, of course, but I find that the teaching profession seems particular vulnerable to the ungrateful. I get so disheartened when this happens that I want to make a list of strict rules and never show any mercy whatsoever. Sometimes I think my colleagues and supervisors would be happier if my mercy were a bit less freely given.  Now, I do have rules and high standards, but I temper them with mercy if I see that I can help the student. I just have to, you see, because of the mercy shown to me.

I remember when I was a senior in undergrad school. I was struggling, like a lot of my own students, with who I was and where I was going next. I was pretty smart and had a way with words, but I was so caught up in my life –meeting people and learning a new language and becoming a woman and discovering hidden talents, like acting and persuasive speaking, that I had, frankly, lost interest in my English studies.

I procrastinated with my paper and put it off and off that last semester of my first senior year that when I finally started working on it in earnest, I realized that it would be impossible for me to finish. I had to ask for an extension. I was truly scared when I walked into my professor’s office. He was intimidating because he was so brilliant as well as being the head of the English department. I didn’t think he even really knew my name. I was standing there and couldn’t speak. He finally looked up and said something, I can’t really remember, and I blurted it all out. Not all of “it” was absolutely true either, but he had mercy. He gave me the extension I requested without hesitation. Then he did something I never expected–He pointed to the chair and said, “Now sit down and tell me what’s really bothering you.”

I finished the paper that first semester of my 2nd senior year. I never had worked so hard on anything in my life. 35 pages comparing the works of Flannery O’Connor and Franz Kafka–two displaced people who didn’t fit in anywhere, so they became writers or maybe they were writers and that’s why they didn’t fit in. I still don’t know. Anyway, I could say I finally found my way while I was writing that paper, and it would be a lie. I could say I stopped procrastinating and learned my lesson; that too would be untrue. No, I worked that hard out of gratitude to the professor who showed me mercy. His mercy, freely given, was twice blessed.

So I lean towards mercy when I think that mercy is going to be best for the student, when the student has a chance of making real change in his or her life. However, the quality of mercy is not strained (or forced). If the mercy is to be at all, then it must come freely given from the person granting that gift. For example, Portia is a wise judge. She knows she cannot legally force Shylock to have mercy because then that mercy would simply be a violation of justice. True mercy requires true justice. So she appeals to Shylock’s sense of justice when she appeals to his mercy. But he doesn’t want justice. He wants revenge.

As we see later in the play, Shylock made a grave mistake not granting mercy–it led to his bankruptcy and loss of his only child–making the play a tragedy more than a comedy in my mind, so great is Shylock’s loss. But Shylock’s fall is inevitable because Shylock is so full of anger, justifiably so perhaps considering the anti-semitic society in which he lives, that he can not show mercy because mercy must be freely given.

Therefore, even if a student takes my merciful action and uses it against me, it is still a gift freely given in an attempt to help that student. If now that student is demanding mercy, I can not give it because it is not freely given and would corrupt justice.
However, if I truly believe that I am standing my ground for the sake of the student as well as the integrity of my profession, then I am blessed no matter how the student misuses my gift. If no one ever acknowledges that I did the right thing and some people rally against me because of my stand, I will still be blessed because I didn’t allow others to pervert my deep sense of justice. 
I will continue to seek justice by upholding established policies and procedures, to fight for what is right, and I will continue to show mercy. Not because it is in my nature–it is not; not because my faith demands it–it does not. I show mercy out of gratitude–gratitude to the one whose unmerited favor has given me such a wonderful, abundant life.

Today Is What It’s All About

Yesterday, I was discouraged, but today is a new day. Why? I went to rehearsal of my college’s new play. We’re performing a stage version of the movie Clue that is based on the old sleuthing board game so many of us know and love. The movie has an all-star cast, including the late great Eileen Brennan, Tim Curry (of Rocky Horror Picture Show fame), the fabulous Madeline Kahn, Christopher Lloyd, Michael McKean, Martin Mull and Lesley Ann Warren.

At auditions, there were so many fine actors that our director, head of the drama department, decided to have understudies for some of the roles, include a “household staff” that will serve as entertainment between scenes and then get their shot at the big roles during two additional shows. Great idea, and it’s what directors who are primarily good educators at community colleges do–make their lives much more complicated for the sake of their students as well as the community members who are also significant stake holders in their college.

Today’s rehearsal reflects what community colleges are all about–play production students coming early and staying late to work on the set, more seasoned actors helping the newer ones, agreeing with the director without argument, offering suggestions, happy to have them accepted or not, the director’s quick and non-embarrassing corrections when new actors make mistakes, each actor creating a story for his or her character, an occasional harmless joke, the joys of physical humor leading to laughter and a true knowledge of an art form that only comes with actually getting up and doing it.

This is educational theater and the essence of what liberal arts is all about–following directions, creative problem-solving, collaborating and creating. I’m so glad to once again be a part of it.

Also, today–my positive day–I want to give a shout out to the colleagues, support staff, administrators and students who helped me so much during this past discouraging week. I complain sometimes, but I truly just want to make things better for my fellow instructors and my students, especially my students. Nevertheless, I want to find more time to praise the people I work with who also have the welfare of all of our students foremost in their minds. I also appreciate those students and friends who have reached out to me this week, offering me respect and encouragement. Thanks, guys–you know who you are.

So Frustrated I Can’t Write Much, So I’ll Let Tom Hanks Speak for Me

Today, I’m feeling once again minimized, like my efforts to educate people in my community, to try and instill in them not just skills but a love for learning and a desire to be a lifelong learner, to be a thinker, is seen by some people in power to be a waste of people’s time, that College Transfer Programs leading to four years degree are at best excessive and at worst wasteful.

So I come back to my office feeling a little depressed–go figure. Most people have gone home, but I have to type up a reading comprehension test for one of my classes tomorrow. I hate giving reading comprehension tests, but see, my students don’t read their assigned texts–as a whole they don’t do anything unless they get a grade for it. They don’t understand what it means to be educated and very few have any desire to be. I don’t blame them. They are products of a society that has people in power who seem to think that all education needs to be directly measurable, so they naturally do not understand what it means to read something because it will help them understand the material better, because it will help them write their papers better if they apply what they read. Oh no, if the reading does not have the price tag of a grade, then few students will do it. The idea of learning for learning’s sake is alien to them because it is alien to most of the people all around them, a product of the instant world to which they’ve become accustomed.

Anyway, so I haven’t started that quiz yet. Why? In my inbox was this wonderful article by Tom Hanks appearing in the New York Times that made me feel so much better. Did you know that Tom Hanks got a really good liberal arts education at a community college? Yep. So here it is: http://www.nytimes.com/2015/01/14/opinion/tom-hanks-on-his-two-years-at-chabot-college.html?emc=edit_ty_20150114&nl=opinion&nlid=69971608

Read it and then hear me saying, “What he said.” That’s my blog for today.

Everything Old Is New Again, Part I–Hard Times

Gradgrindapprehendshischildren

One of my areas of concentration in my graduate studies was 19th Century British literature, specifically the Victorian Era. Something about this time period has fascinated me since I was a little girl. Public television, bless it, introduced me to works by Anthony Trollope, George Eliot, Arthur Conan Doyle, Elizabeth Gaskell, and of course, Charles Dickens.  I also read Dickens in school, and when I was eight, I saw the classic musical Oliver based on Dickens’ novel Oliver Twist, which fueled my desire to read his books. I remember as a young pre-teen, how I would settle in a corner and re-read A Christmas Carol by the lights of the Christmas tree. I’ve seen just about every film version of any Dickens’ novel that has been made–A Christmas Carol–many, many versions–Alastair Sim is still my favorite Scrooge, although Bill Murray and Patrick Stewart are right up there.

My interest in Dickens and Victorian literature continued into high school and then college. As an English major in undergrad school, I took a course called the Victorian Era where I read about Dickens’ role in educational reform, along with other great reformers, including John Henry Cardinal Newman (whose work The Idea of a University will be the subject of my next blog).

Then, in graduate school, preparing for my comps, I took a course called 19th Century British Literature and had the opportunity to read Dickens’ book Hard Times, a novel about Thomas Gradgrind, a wealthy retired businessman who believes in practical, tangible knowledge above all and does his best to wipe all “fancy” and imagination from his children’s lives as well as the people in the town he controls, effectively crippling them. Gradgrind founds a school, run by one Mr. M’Choakumchild, to further his utilitarian ideas of education.

Hmmmmmmm–an extremely wealthy businessman who knows little about education presuming to tell educators what and how they should teach and wishes to privatize education–sound familiar?

Well, I’m a decent writer, but I’m no Dickens, and I couldn’t possibly put into words the way I feel about the current state of education in my country better than he does, so here’s two passages from Hard Times. The first opens the novel and lays out Gradgrind’s educational philosophy. The second is a grim description of what life is like for the people indoctrinated by said philosophy. Let’s hope “our town” never looks like “Coketown.”

From Hard Times by Charles Dickens

CHAPTER I
THE ONE THING NEEDFUL

Now, what I want is, Facts.  Teach these boys and girls nothing but Facts.  Facts alone are wanted in life.  Plant nothing else, and root out everything else.  You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to them.  This is the principle on which I bring up my own children, and this is the principle on which I bring up these children.  Stick to Facts, sir!’

The scene was a plain, bare, monotonous vault of a school-room, and the speaker’s square forefinger emphasized his observations by underscoring every sentence with a line on the schoolmaster’s sleeve.  The emphasis was helped by the speaker’s square wall of a forehead, which had his eyebrows for its base, while his eyes found commodious cellarage in two dark caves, overshadowed by the wall.  The emphasis was helped by the speaker’s mouth, which was wide, thin, and hard set.  The emphasis was helped by the speaker’s voice, which was inflexible, dry, and dictatorial.  The emphasis was helped by the speaker’s hair, which bristled on the skirts of his bald head, a plantation of firs to keep the wind from its shining surface, all covered with knobs, like the crust of a plum pie, as if the head had scarcely warehouse-room for the hard facts stored inside.  The speaker’s obstinate carriage, square coat, square legs, square shoulders,—nay, his very neckcloth, trained to take him by the throat with an unaccommodating grasp, like a stubborn fact, as it was,—all helped the emphasis.

In this life, we want nothing but Facts, sir; nothing but Facts!’

The speaker, and the schoolmaster, and the third grown person present, all backed a little, and swept with their eyes the inclined plane of little vessels then and there arranged in order, ready to have imperial gallons of facts poured into them until they were full to the brim.

CHAPTER V
THE KEYNOTE

Coketown, to which Messrs. Bounderby and Gradgrind now walked, was a triumph of fact; it had no greater taint of fancy in it than Mrs. Gradgrind herself.  Let us strike the key-note, Coketown, before pursuing our tune.

It was a town of red brick, or of brick that would have been red if the smoke and ashes had allowed it; but as matters stood, it was a town of unnatural red and black like the painted face of a savage.  It was a town of machinery and tall chimneys, out of which interminable serpents of smoke trailed themselves for ever and ever, and never got uncoiled.  It had a black canal in it, and a river that ran purple with ill-smelling dye, and vast piles of building full of windows where there was a rattling and a trembling all day long, and where the piston of the steam-engine worked monotonously up and down, like the head of an elephant in a state of melancholy madness.  It contained several large streets all very like one another, and many small streets still more like one another, inhabited by people equally like one another, who all went in and out at the same hours, with the same sound upon the same pavements, to do the same work, and to whom every day was the same as yesterday and to-morrow, and every year the counterpart of the last and the next.

These attributes of Coketown were in the main inseparable from the work by which it was sustained; against them were to be set off, comforts of life which found their way all over the world, and elegancies of life which made, we will not ask how much of the fine lady, who could scarcely bear to hear the place mentioned.  The rest of its features were voluntary, and they were these.

You saw nothing in Coketown but what was severely workful.  If the members of a religious persuasion built a chapel there—as the members of eighteen religious persuasions had done—they made it a pious warehouse of red brick, with sometimes (but this is only in highly ornamental examples) a bell in a birdcage on the top of it.  The solitary exception was the New Church; a stuccoed edifice with a square steeple over the door, terminating in four short pinnacles like florid wooden legs.  All the public inscriptions in the town were painted alike, in severe characters of black and white.  The jail might have been the infirmary, the infirmary might have been the jail, the town-hall might have been either, or both, or anything else, for anything that appeared to the contrary in the graces of their construction.  Fact, fact, fact, everywhere in the material aspect of the town; fact, fact, fact, everywhere in the immaterial.  The M’Choakumchild school was all fact, and the school of design was all fact, and the relations between master and man were all fact, and everything was fact between the lying-in hospital and the cemetery, and what you couldn’t state in figures, or show to be purchaseable in the cheapest market and saleable in the dearest, was not, and never should be, world without end, Amen.

A town so sacred to fact, and so triumphant in its assertion, of course got on well?  Why no, not quite well.  No?  Dear me!

No.  Coketown did not come out of its own furnaces, in all respects like gold that had stood the fire.  First, the perplexing mystery of the place was, Who belonged to the eighteen denominations?  Because, whoever did, the labouring people did not.  It was very strange to walk through the streets on a Sunday morning, and note how few of them the barbarous jangling of bells that was driving the sick and nervous mad, called away from their own quarter, from their own close rooms, from the corners of their own streets, where they lounged listlessly, gazing at all the church and chapel going, as at a thing with which they had no manner of concern.  Nor was it merely the stranger who noticed this, because there was a native organization in Coketown itself, whose members were to be heard of in the House of Commons every session, indignantly petitioning for acts of parliament that should make these people religious by main force.  Then came the Teetotal Society, who complained that these same people would get drunk, and showed in tabular statements that they did get drunk, and proved at tea parties that no inducement, human or Divine (except a medal), would induce them to forego their custom of getting drunk.  Then came the chemist and druggist, with other tabular statements, showing that when they didn’t get drunk, they took opium.  Then came the experienced chaplain of the jail, with more tabular statements, outdoing all the previous tabular statements, and showing that the same people would resort to low haunts, hidden from the public eye, where they heard low singing and saw low dancing, and mayhap joined in it; and where A. B., aged twenty-four next birthday, and committed for eighteen months’ solitary, had himself said (not that he had ever shown himself particularly worthy of belief) his ruin began, as he was perfectly sure and confident that otherwise he would have been a tip-top moral specimen.

Then came Mr. Gradgrind and Mr. Bounderby, the two gentlemen at this present moment walking through Coketown, and both eminently practical, who could, on occasion, furnish more tabular statements derived from their own personal experience, and illustrated by cases they had known and seen, from which it clearly appeared—in short, it was the only clear thing in the case—that these same people were a bad lot altogether, gentlemen; that do what you would for them they were never thankful for it, gentlemen; that they were restless, gentlemen; that they never knew what they wanted; that they lived upon the best, and bought fresh butter; and insisted on Mocha coffee, and rejected all but prime parts of meat, and yet were eternally dissatisfied and unmanageable.  In short, it was the moral of the old nursery fable:

There was an old woman, and what do you think?
She lived upon nothing but victuals and drink;
Victuals and drink were the whole of her diet,
And yet this old woman would NEVER be quiet.