Teacher Man. Frank McCourt

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СКАЧАТЬ the middle said, You have a couple of minutes to read the poem on the desk before you. After you’ve read it we’ll ask you to analyze it and tell us how you’d teach it to a high school class.

      The title of the poem described how I felt at that interview: “I Would I Might Forget That I Am I.”

      Bald man on the right asked if I knew the form of the poem.

      Yes, oh, yes. It’s a sonata.

      A what?

      Oh, I’m sorry. A sonnet. Fourteen lines.

      And the rhyme?

      Ah… ah… abbaabbacdcdc.

      They looked at one another and I didn’t know if I was right or wrong.

      And the poet?

      Ah, I think it’s Shakespeare. No, no, Wordsworth.

      Neither, young man. It’s Santayana.

      The bald man glared at me as if I had offended him. Santayana, he said, Santayana, and I almost felt ashamed of my ignorance.

      They looked grim and I wanted to declare that asking questions about Santayana was unfair and unjust due to the fact he was in no textbook or anthology I ever looked at in my four dozing years at New York University. They did not ask but I volunteered the only knowledge I had of Santayana, that if we don’t learn from history we’re bound to repeat our mistakes. They looked unimpressed, even when I told them I knew Santayana’s first name, George.

      So, said the man in the middle. How would you teach this poem?

      I babbled. Well… I think… I think… it’s partly about suicide and how Santayana is fed up, and I’d talk about James Dean because teenagers admire him and how he probably killed himself subconsciously on a motorbike, and I’d bring in Hamlet’s suicide soliloquy, “To be or not to be,” and let them talk about their own feelings about suicide if they ever had any.

      Man on the right said, What would you do for reinforcement?

      I don’t know, sir. What is reinforcement?

      He raised his eyebrows and looked at the others as if trying to be patient. He said, Reinforcement is an activity, enrichment, followup, some kind of assignment where you clinch the learning so that it’s embedded in the student’s memory. You can’t teach in a vacuum. A good teacher relates the material to real life. You understand that, don’t you?

      Oh. I felt desperate. I blurted, I’d tell them to write a hundred-and- fifty-word suicide note. That would be a good way of encouraging them to think about life itself, because Samuel Johnson said the prospect of hanging in the morning focuses the mind wonderfully.

      Man in the middle exploded. What?

      Man on the right shook his head. We’re not here to talk about Samuel Johnson.

      Man on the left hissed. Suicide note? You would do no such thing. Do you hear me? You are dealing with tender minds. Jesus Christ! You are excused.

      I said, Thank you, but what was the use? I was sure that was the end of me. Easy to see they didn’t like me, my ignorance of Santayana and reinforcement, and I was sure the suicide-note idea was the last straw. They were high school department heads or had other important jobs and I disliked them the way I disliked anyone with power over me, bosses, bishops, college professors, tax examiners, foremen in general. Even so, I wondered why people like these examiners are so impolite they make you feel unworthy. I thought if I were sitting in their place I’d try to help candidates overcome their nervousness. If young people want to become teachers they should be encouraged and not intimidated by examiners who seemed to think Santayana was the center of the universe.

      That is what I felt at the time but I didn’t know the ways of the world. I didn’t know that people up there have to protect themselves against people down here. I didn’t know that older people have to protect themselves against younger people who want to push them off the face of the earth.

      After my interview she was already in the hallway, knotting her scarf under her chin, telling me, That was a breeze.

      It was no such thing. They asked me about Santayana.

      Really? Norm adores Santayana.

      Did this woman have any sense at all, ruining my day with Norm and that damn Santayana?

      I don’t give a shit about Norm. Santayana, too.

      My, my. Such eloquence. Is the Irishman having a little tantrum?

      I wanted to hold my chest to calm my rage. Instead, I walked away and kept walking even when she called, Frank, Frank, we could be serious.

      I walked across the Brooklyn Bridge, repeating, We could be serious, all the way to McSorley’s on East Seventh Street. What did she mean?

      I drank beer after beer, ate liverwurst and onion on crackers, pissed mightily in McSorley’s massive urinals, called her from the public phone, hung up when Norm answered, felt sorry for myself, wanted to call Norm again, invite him to a showdown on the sidewalk, picked up the phone, put it down, went home, whimpered into my pillow, despised myself, called myself an ass till I fell into a boozy sleep.

      Next day, hungover and suffering, I traveled to Eastern District High School in Brooklyn for my teaching test, the last hurdle for the license. I was supposed to arrive an hour before the lesson, but took the wrong subway train and arrived half an hour late. The English department chairman said I could come back another time, but I wanted to get it over with, especially since I knew I was on the road to failure anyway.

      The chairman handed me sheets of paper with the subject of my lesson: War Poems. I knew the poems by heart, Siegfried Sassoon’s “Does it Matter?” and Wilfred Owen’s “Anthem for Doomed Youth.”

      When you teach in New York you’re required to follow a lesson plan. First, you are to state your aim. Then you are to motivate the class because, as everyone knows, those kids don’t want to learn anything.

      I motivate this class by telling them about my aunt’s husband, who was gassed in World War I and when he came home the only job he could find was shoveling coal, coke and slack at the Limerick Gas Works. The class laughs and the chairman smiles slightly, a good sign.

      It isn’t enough to teach the poem. You are to “elicit and evoke,” involve your students in the material. Excite them. That is the word from the Board of Education. You are to ask pivotal questions to encourage participation. A good teacher should launch enough pivotal questions to keep the class hopping for forty-five minutes.

      A few kids talk about war and their family members who survived World War II and Korea. They say it wasn’t fair the way some came home with no faces and no legs. Losing an arm wasn’t that bad because you always had another. Losing two arms was a real pain because someone had to feed you. Losing a face was something else. You only had one and when that was gone, that was it, baby. One girl with a lovely figure and wearing a lacy pink blouse said her sister was married to a guy who was wounded at Pyongyang and he had no arms at all, not even stubs where you could stick on the false arms. So her sister had to feed him and shave him and do everything and all he ever wanted was sex. Sex, sex, sex, that’s all he ever wanted, and her sister was getting all worn out.

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