Tag Archives: Bridgewater

The Day Kennedy was Shot

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On the same day newscasters were asking “Where were you when Kennedy was shot?” I got a message from the past on Linked In: “Did you teach at B’water Elementary School 50 years ago?” It was from one of my students the first year I taught: Cecille.

In the week leading up to the anniversary of the Kennedy assassination I’d been thinking about that year. Feeling guilt ridden. It was the first year I taught. I’d been trained to teach high school history, but the only job I could find was working with fifth graders. I knew nothing about reading or math instruction. To make matters worse, I had a class of thirty-six ten-year-olds.

I sent the “bad boys” to the principal’s office. I didn’t know what to do for those who couldn’t read except plug them into phonics workbooks, again and again covering rules about short and long a’s, consonant blends. I doubt that they read any better on the last day of the year than they had on the first.

Thinking back on the events of November 22, 1962, I also was thinking, given what I now know about children’s need to talk about traumatic events, that I’d let my class down in the days following the assassination. I don’t recall discussing it with them.

My memory is that on that Friday afternoon, a few minutes before school was dismissed, our class Student Council representative returned to the room and said, “The President’s been shot.”

In my mind, it couldn’t be. “I doubt that,” I said. “Let’s not worry.” School let out a few minutes later and all the kids went home.

But Cecille wrote that she remembers that afternoon differently. She says that as one in the last group to board buses each day, she was still in the room when the janitor came by and told me, “The President has died.” Cecille says I cried and that for her my crying turned out to be an important lesson in compassion: how important people are, even if we don’t have personal connections to them.

Her memory is a reminder of how attuned children are to adults’ emotions. A father who’s angry at his boss, a mother upset over a marital quarrel, a teacher who cries over the death of the President. We must not assume that because they are young, children are oblivious to our feelings. As Cecille demonstrates, a child’s observation and the message she gleans from it can last a lifetime.

 

 

Reunions, politics, and a liberal arts education, OR how I came to respect Republican classmates

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I didn’t particularly want to attend the fifty-year reunion of my college class. I’d have to compete with truckers for an eight-by-fifteen foot space on Interstate 81. I would miss several mornings of doing the Chicago Tribune Sudoku while eating my bran cereal. Most distasteful of all, I’d have to spend thirty-six hours with Republicans.

I reasoned that those who live near an institution are more likely to attend events such as a reunion. Since Bridgewater College is located in the Shenandoah Valley of Virginia, far from liberal urban centers of the state, the majority of those in attendance would probably be Republicans. Could I help maintain the peace by not talking about politics? Sometimes I can’t help myself.

At issue was my identity, the woman I’ve become in these intervening years, the things I care about. I care about the poor having food, heat in the winter, medical resources. I care about water safety, air safety, product safety, gun safety. I care about the rights of LGBTQ members of our society. These concerns, often labeled liberal values, are at the core of who I’ve become. I doubted I could suppress my political leanings for a whole weekend.

But I attended the event. I mostly held my tongue, asked people about their vocations, how many kids and grandkids they have, things like that. I listened for clues indicating openness to issues I consider important. Then I’d say something like, “I blog some, mostly political, sort of on the liberal side.” So it was that in small clusters we touched on topics of dissension but tread gently, respectfully.

The class of 1963 turned out to be a reasonable group.

I have a few clues as to why. We received a liberal arts education; that is, no matter our major, we were required to study science, math, literature, the social sciences, religion, and history. Many of us took electives in art and music. A paper in nearly every course and debates about issues in the various fields forced us to think critically. In his reunion profile statement one former student mentioned a philosophy teacher who “influenced my current and strong Socratic thinking.” We also learned to respect others’ opinions.

My classmates have traveled widely: Thailand, Japan, Peru, European countries. Perhaps that too explains the reasonable nature of our conversations: an openness that accompanies viewing the rich histories of other lands, witnessing firsthand how people of other cultures thrive and/or struggle.

I left the reunion trusting that members of the class of ’63—some conservative, some liberal in their views—have brought critical thinking skills they learned in college to the political process. Yes, we are reasonable people who have reached different conclusions.

But then we didn’t try to solve any of the country’s problems.