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A typewriter, a teacher and a teenager . . .

During my tenth year of schooling I enrolled in a typing class. I would like to say that my interest in typing was an effort to hone my writing skills and perhaps follow in the footsteps of the great authors, giants such as Hemingway, Steinbeck, Twain, Orwell, Vonnegut and lesser lights. I would like to say that but I will not say it because it would not be true. I had a rather strong ulterior motive to learn how to type.

There were several typing classes taught by different teachers, and I chose the class taught by the one that was said to be the best teacher of the group. No, belay that. I can’t say that because it would also be untrue, and I cannot tell a lie, at least not in this instance. This is a WordPress blog and I do have my standards.

I chose a specific teacher’s class because she was quite young, unmarried and exceptionally attractive, and the rumors that swirled around the campus of the original Stephen D. Lee High School in Columbus, Mississippi in that stellar year of 1948 were that she had been known to dally with some of the students.

Well, actually, the talk in the restrooms reserved for male students was that she—well, it was not only talk but it seemed to be confirmed by some of the writings on the walls of the stalls—the talk intimated that she dallied with students, and in fact some of the images depicted such dallies, crudely of course but rather effective. Walls of the stalls has a solid resonance, don’t you think? Quite expressive, and also quite masculine!

Well, actually, the rumors and the writings and the crude images drawn indicated that she not only dallied—she was said to have actually diddled some of the students. The writings and graphics were routinely obliterated by the janitors but mysteriously re-appeared, often on the same day they were removed.

I attacked that state-of-the-art upright finger-operated non-electric Royal Standard typewriter with all the fervor a fifteen-year-old lad could muster, and after three or four weeks I was typing 65 words a minute, and that was after taking off 10 words for every error made, regardless of its nature, whether a misspelling, a wayward comma, a failure to capitalize or missing a period—hey, that last error has a double meaning!

I felt in my first week that the rumors might have a modicum of truth—judging from my observations there was definitely some meat on those bones—the rumors, that is. I know, I know, that term could apply to the typing teacher and in fact did apply to the typing teacher, and it was distributed in all the right places in the right amounts. Before the second week ended I had convinced myself that the rumors were probably true, and I had also convinced myself that the teacher was perhaps considering me a possible candidate for diddling purposes.

That quite young, unmarried and exceptionally attractive typing teacher was a hands-on instructor—literally. She would often stand behind students, both males and females and reach across a shoulder to point out errors and perhaps to demonstrate how to retrieve the carriage to start another line, with the other hand on the student’s other shoulder to help maintain her balance—the teacher’s balance, that is. I believe I made many, perhaps most, of my errors while she had her hand on my shoulder.

I was a cutie at fifteen and I can prove it. One day when I was around 10 or 11 years old I was with my mother at a grocery store, and I can vividly recall a remark made by the check-out lady. She asked my mother if I was her boy and my mother replied in the affirmative. The lady then said, “He’s a real cutie. He’ll be a heart-breaker and a home-wrecker when he grows up.” Don’t bother to ask whether that prophecy came to pass. I will stand on my rights under the Fifth Amendment to the Constitution and refuse to answer on the grounds that it may tend to get me into all sorts of hot water and incidentally, of course, would tend to incriminate me. Also incidentally, the image on the right is not me—that’s Michelle Pfeiffer, a gorgeous lady that realized her true calling while working as a checker at a California supermarket. I used this photo to simulate a grocery checker—Michelle probably dressed differently at work.

That heart-breaker and a home-wrecker remark had the same effect on me that I felt several years later when a young girl out in west Texas told me I looked just like Van Johnson. I blogged that incident, and that posting has a lot more than that to offer—it’s worth the read, and you can find it by clicking here.

On a fateful Friday I made my move, and in doing so I made a fatal error. I dawdled after class until I was alone with that quite young, unmarried and exceptionally attractive woman and then I made my bid—actually it was a proposition—I proposed, provided that she was amenable to my proposition, to share some time with her over the weekend. Exactly what I said and how I phrased it is enshrouded in the mists of time, but I’m sure that it was concise and to the point and could not possibly be misunderstood. Actually I blurted it out, and I could see that she was transfixed by the proposition. After a long meaningful stare, she answered thusly, each word enunciated slowly and distinctly:

I do not want you in my class. Do not return to my classroom on Monday. Find another typing class or a different subject to fill this period. Is that clear to you, or should I repeat it?

The mists of time have also shrouded my response to that measured order. I have a feeling that my only response was to vacate the premises as quickly as possible. I probably squeaked out something similar to Yes, m’am, it’s clear to me and no, you don’t need to repeat it, and immediately made my exit, out of the class and away from that ugly broad—I mean, I made my exit away from that quite young, unmarried and exceptionally attractive woman.

On Monday morning I fully expected my homeroom teacher to tell me that my presence was urgently required in the principal’s office. However, she called the roll and then released us to head out for our classes. I waited until the others left and told her that I was not doing well in my typing class and needed to replace it with something else.

Without questions or comment she scheduled me to a second hour of biology, sentencing me to two hours, back to back, under the tutelage of a well-past-middle-aged woman that dressed in multiple layers of clothing, wore heavy black stockings rolled down to midway between knee and ankle and had a face remarkably resembling a turtle—in fact that’s what the students called her—old lady turtle. Actually, I thought she was kinda cute, but of course I have a soft spot in my heart for turtles—in fact, I once had one for a pet.

That’s my story about a state-of-the-art upright finger-operated non-electric Royal Standard typewriter and a class taught by a quite young, unmarried and exceptionally attractive woman who turned out to be an ugly old unappreciative toad that I wouldn’t touch with a 10-foot pole—not that I had anything that resembled such an item.

My only regret concerning this situation is that neither she nor I will ever know what we missed—well, I’m pretty sure I know what I missed, but I can’t speak for her. In the words of the poet John Greenleaf Whittier, For all sad words of tongue or pen, the saddest are these, it might have been.

The poet had another saying that had I known it then I would have told that typing teacher this: The joy you give to others is the joy that comes back to you. With that included in my proposition my weekend might well have been remarkably more memorable.

Where ever she is now, whether she is still in this realm or has left it for another realm, I wish her well.

That’s my story and I’m sticking to it.

 
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Posted by on May 21, 2011 in Uncategorized

 

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What I did on my summer vacation, by . . .

Does anyone remember the return to their classroom on the first day of school following the summer hiatus, a return to the unwilling pursuit of an education under the tutelage of teachers toiling at the elementary level? On that first day at my beloved school, every child in every grade (first through sixth) was privileged—nay, ordered—to stand in front of the blackboard, facing the class and disclose some or all of whatever they did on their summer vacation.

Some of my classmates stood stiffly throughout the delivery with arms held rigidly at their side. Others stood with hands in pockets or clasped behind their back, and in some limited cases, especially for the boys but occasionally for one of the girls, with hands covering their crotch, concealing that area of their anatomy. Whether that pose was an effort to divert from, or perhaps attract attention to that area, the “hands covering crotch” was limited by the teacher to a very few seconds, with the remonstration being made before the speech began and sometimes repeated during the presentation.

The title to each speech—the preamble, so to speak—was given rote and was identical for each student except for the name. My speech to my classmates began with this:

What I Did On My Summer Vacation, by (fill in first and last name)—as if the rest of the class didn’t know my name!

Everything that followed that ominous start was extemporaneous, a wandering recitation filled with numerous ands, uhs, thens, wells, ain’ts, mispronounced words, poor sentence constructions, conflicting subjects and objects, misuse of adverbs, long looks at one’s feet and even longer (and longing) stares through the classroom windows to the outside world.

Most errors were caught by the teacher, with the resultant corrections and reprimands. If anyone wonders how we got through the first day, just remember that we didn’t change classes during the day—our heinies were glued to our seats all day—we had more than enough time to finish.

A few of our What I Did speeches were mercifully terminated early by the teacher. A classic example of such action was the speech to which we all looked forward, that of a classmate known only by the initials W. A. It isn’t that I’ve forgotten his last name. I remember it well, but I must admit that, for some odd reason, I remember more names of girls than names of boys among my fellow students in elementary school—in fact, I am hard put to remember both given name and surname of any boy from those years (none other than W.A., of course).

W.A.—the boy and his name—is prominent in my memories of elementary school. A unique and very special person, I treasure his memory and could never forget him.

W.A. stuttered—not a slow, drawling stutter one would expect from a Mississippi stutterer but a staccato stutterer, a rapid-fire stutterer, one that soon had the entire class in tears, howling with laughter while our teacher faced away from the class with her gaze apparently fixed on something interesting outside the building.

Although she made no sounds while gazing, W.A.’s speech was apparently so effective that it made her tremble with pleasure—in fact it affected her composure so strongly that she invariably terminated his speech well before he finished. When she told him “That was very good, W.A., thank you,” W.A. always returned her thank you with his own, obviously heartfelt thank you, although it took awhile to return it. Once he got past the tee in thank, the you followed quickly and W.A. could then return to his seat.

We had ample opportunities to develop and perfect thespian skills in our elementary grades. In addition to individual performances in various holiday presentations such as Easter, Halloween, Independence Day and Christmas, we also appeared onstage as a group in the school auditorium, an area that daily doubled as our lunchroom. Each class went onstage en masse, and each student performed—each had a speech to give, a poem to recite, a song to sing, a story to tell, etc.

On a memorable day, perhaps the most memorable in the history of our school, the third grade students’ presentations began with a song by W.A., a heart-wrenching story  about a missing cat, one that was last seen running over hill and dale with a dog named Bowser in hot pursuit. Here is the first line of the song, a line that was repeated several times in the song’s chorus:

Has anybody seen my kitty, has anybody seen my cat?

Note the letters b, d, k and c (k sound) in the line—it should not be necessary for me to describe how difficult it was for W.A. to sing that song, but I will attempt to describe the audience’s reaction to the song, a reaction that included faculty, lunchroom employees, visiting friends and relatives and every enrolled student that was fortunate enough to have attended school on that day, including W.A.’s fellow classmates.

The laughter was thunderous, but the applause was even more thunderous, a standing ovation that began just before the conclusion of the song. And for those that may be disposed to criticize the reactions of the audience, we should remember that in those days, particularly in my part of the country, very few things were politically incorrect—actually, neither were there many things that were politically correct.

In order to wrap up this posting, I urge the viewer to understand that W.A. was, without question, one of the most popular students in our school. We mocked him but we also imitated him, not to belittle but to share with him even a small portion of the laughs he garnered and the popularity he enjoyed—because of  W.A. every kid in school could qualify as a stand-up comedian. And most important, W.A. was frequently surrounded by a bevy of cute girls. That’s a neat thing, regardless of their motives—like, who cares why?

I can never know whether he enjoyed his popularity or hated it, but in retrospect I suspect that W.A. tended to prolong his stuttering and perhaps even embellished and enhanced it—but I could be wrong.

W.A., if you happen to read this and you enjoyed your popularity, I’m happy for you. If you hated it, please accept my abject and heartfelt apologies. And if you are enrolled and performing in that brightly shining elementary school in the sky I say,

BREAK A LEG!

That’s my story and I’m sticking to it.

 

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