This one was first posted here on June 30, 2016…
Like everyone who's no longer in school, I had a lot of different teachers back when I was — some good teachers, some not so good. Quite a few of them had no impact on me at all other than to drag me through some class that I was required to take. I suppose the one whose teachings had the most lasting impact on me was Mrs. Grandholme, who taught me touch-typing. I have never used anything taught to me in the realm of Physics or Chemistry but at this very moment, I am using a skill I owe in large part to Mrs. Grandholme.
The runner-up would probably be Mr. Cline, who taught English and History at Ralph Waldo Emerson Junior High. He imparted little useful info to me but he still left a lasting impression. It didn't have much to do with English or History and I'm still trying decide if it was for the better.
First thing I should do here is to give you a visual. He looked very much like Norman Lear, minus the silly hat. Here — study this picture…
Got him? Okay. Then I should tell you this about Mr. Cline: He was a very funny teacher and oh, how he loved to perform in front of the class. I think deep down, he wanted to be an actor or a comedian…and one year when he emceed a big talent show and fund-raising event in the school auditorium, he was terrific. Campus legend had it that years earlier, one of those events was hosted by Jerry Lewis. I wasn't there to see that but if it did happen, I'll bet Jerry wasn't half as funny as Mr. Cline. (Come to think of it, I've seen Jerry not be half as funny as cold sores.)
Third thing I have to tell you about Mr. Cline: A lot of kids in his classes really hated him and at times, I was one of them.
I found myself, not by choice, in a number of his classes over the years. He started each one the same way: "You can be a pupil or you can be a student." The difference in his mind was that a pupil just sits there and listens and does the work and waits to be taught. A student wants to learn and actively participates and does more than is expected. "I teach my classes for students," he said over and over, putting a special, revered emphasis on the word "students." To that end, he did things like this…
One Monday in History class, he assigned us to read Chapter Four in our textbooks and warned us there would be a test the next day. And indeed on Tuesday, there was a test — on Chapter Five. Because a student would have read ahead.
Another time, he assigned Chapter Six and most of us — by now, hip to the game — read Six and Seven. The test the next day was actually on Chapter Six but the test consisted of one line: "Write down five interesting things you learned from reading that chapter." That's harder to do than you imagine…and I failed because two of the five things I wrote down were actually in Chapter Seven. Because a student would have remembered which pages were which.
I mean, after all! What good is a piece of knowledge if you don't remember which chapter of one book it appeared in?
Yet another time, he assigned us to write an essay that was due on Friday and then on Thursday, he announced he would collect them then. Anyone who couldn't hand his or her essay in a day early would receive a lower grade when he or she did. Because a student wouldn't have waited until the last minute to complete it.
I'm sure his motives were good. I'm sure he thought he was encouraging us to become more inquisitive and serious about learning. But it sure didn't seem to me like that was the outcome.
It seemed to me like he was prompting us to think of everything as a big game where the person in charge — in this case, him — can change the rules whenever he feels like it. Life works that way at times and I suppose that could be a valuable lesson to keep in mind…but it got to be a terrible distraction from any possible actual learning. When I did read the textbook, I wasn't thinking "What can I learn from this?" I was thinking, "How will Mr. Cline screw with us over this material?"
I don't remember very much that I learned in those classes of his. What I do remember are his silly little gotchas like the one in an English class near the end of the semester. He passed out forms and told us to write down the names and brief summaries of all the books we'd read that term. No particular quantity of reading had ever been assigned to us but a student would have been reading many books all year. So we had to make out a list and then he graded us on the quantity of books and also on whether he thought we were reading at the proper level.
I got an "A" on that one, partly because I had read about five good books and partly because I was good at making up phony book titles and fake author names for about seven more. He couldn't very well fault my choice of books he'd never heard of so he gave me high marks for them. I had to resist the temptation to go to him and say that while a student might not have fibbed about what books he'd read, a good teacher would have gone to the school library and looked up titles with which he was not familiar.
I "won" that skirmish but I didn't fare so well the time he ordered us to hand in the notes we'd taken on his previous day's lecture. He hadn't told us to take notes but, he said, a student would have taken extensive, detailed notes. So he was going to grade us on how many notes we'd taken and how detailed they were.
I had taken almost none and what I had written down was in a shorthand style that only I would understand: Key words to jog my memory instead of full quotes and sentences. Mr. Cline had never lectured us on any "right" way to take notes but we were faulted if we hadn't written them the way he thought they should be taken. That time, I decided I had to actually confront him.
After class, while everyone else went to lunch, I went to him and said, "I don't understand why I'm getting graded on a basis other than whether I do the work you assign and understand it. I get the feeling you're going to flunk me because I'm wearing a green shirt and you suddenly announce that a student would have worn a blue one today."
I'll say this for Mr. Cline: You could talk to him like this. I couldn't have had this conversation with a lot of my teachers because many of them had this "Me Teacher, Me Know Everything" attitude. Not Mr. Cline. He prided himself on encouraging his charges to think and question and I respected him for that even though I often thought he was achieving the opposite of that goal.
He explained to me that day why he taught the way he taught and stated, as if quoting something in the Bill of Rights, "A student is someone who takes detailed, extensive notes."
I said, "How about this? A student is someone who learns. You know, a minimum-wage stenographer could have taken down every word you said and not retain one of them. Which of these would you prefer I be?"
I remember that moment. I remember several such moments in my childhood — moments that made me realize that grown-ups and adults and parents and people in power weren't always right.
They weren't always wrong, either. It was important not to fall into the trap of thinking that, too…but it was important to me to fully embrace the concept that they weren't always right and that I needed to question what they said. (Later, it was important to learn — or at least try to learn — to do that in a constructive, non-confrontational way. I still sometimes have trouble with that part.)
When I said that line to Mr. Cline about the minimum-wage stenographer, he looked like I'd slapped him. Then he stammered back a reply: "If you don't take detailed notes, how will you retain what you learn in my class?"
I said, "By listening instead of writing. Ask me a question about what you said in class yesterday."
He asked a question and I managed to answer it correctly with a close-to-verbatim recitation of his actual words. Some of that was luck but I do have a pretty good memory. It's not flawless and there are times when it simply doesn't record things in the first place. But it's pretty good now and it was even better then, especially when I was listening instead of writing things down. And no, I don't remember what question he asked me and I don't remember what I said in reply that day.
As I'm explaining here, I don't remember much of anything Mr. Cline taught me. Just these things I'm telling you now because the long-forgotten things were of no apparent use to me. This "lesson" was.
I think after I answered his question correctly, I pointed to my head and said something to him like, "I took my notes up here. Would you rather I'd taken them on paper instead? Because I can't do both and like every single student you ever had, the minute I'm out of your class, my notebook's going in the wastebasket. With luck though, I'll keep my brain with me for the rest of my life."
During my school years, I argued a lot with teachers and I lost a lot of the arguments, often (but not always) because I was wrong. In that same high school, I got into a nastier-than-it-should-have-been quarrel with an Art Teacher who was very nice and caring and who didn't deserve the crap I gave her over some assignments to design what they then called "psychedelic art." I was politically very conservative back then and really, really uncomfy with all the glorification I saw around me — this was the late sixties — of drugs.
Today…well, today I still don't like 'em but my attitude now is what adults do in private is their business as long as it doesn't harm others. Even if I'd been right in '68, I was wrong to connect that to Mrs. Nichols urging us to create designs not unlike those by artists whose work was then described as "drug-inspired." I lost that spat and I deserved to.
I was wrong about a lot of things in high school. In fact, as I came to realize, high school is a great place to be wrong about things. Get as much of it as you can out of your system then because it matters a lot less there than it will after you've graduated and you're trying to arrange the rest of your life. Now when I'm wrong, I usually pay a much higher price.
To this day, I still think though that I was right with Mr. Cline and his silly (to me) way of teaching…or maybe partially right because maybe his method worked for some of the kids in his class. Keeping us off balance the way he did though seemed counter-productive to me. It caused me to not think of the material and to try to figure out the catch, the hidden trick, the way in which if I did exactly what I was supposed to do, I was going to be told I'd done the wrong thing.
And to this day, I often have that suspicion in my mind. When someone gives me an assignment that's due on Tuesday, I think, "Do I really have until Tuesday or are they going to fault me for not handing it on Monday?" Sometimes, I even forget that I'll be a hero if I hand it in on Thursday or Friday but it's exactly what they want.
I still haven't decided if this is a good thing or a bad thing. But it's one of those and either way, I have Mr. Cline to thank for it.