I’ve been writing lately about student behavior. In one blog I commiserated with my elementary school colleagues about young children who cause violent disruptions and I bemoaned the high school apathy I saw at my own school, and in another blog I wrote about surprising teenage shenanigans, you know, like bringing communion wafers to class. Today I want to write about an essay I’m studying with my 9th graders, an excerpt from “Nonlecture Two” by e. e. cummings. In this essay, cummings makes a number of assertions. One, that our idea of home is commensurate to our idea of privacy. Two, most of us have no conception of what privacy really is. Three, our “walls” are full of “holes.” Four (and there are more, but I want to linger here), we have difficulties being here, now, ourselves, and alone, in part, because we are terribly distracted beings, and here I have to quote directly and generously from the essay:
Why (you ask) should anyone want to be here, when (simply by pressing a button) anyone could be in fifty places at once? How could anyone want to be now, when anyone can go whening all over creation at the twist of a knob? What could induce anyone to desire aloneness, when billions of soi-disant dollars are mercifully squandered by a good and great government lest anyone anywhere should ever for a single instant be alone? As for being yourself–why on earth should you be yourself; when instead of being yourself you can be a hundred, or a thousand, or a hundred thousand thousand, other people? The very thought of being oneself in an epoch of interchangeable selves must appear supremely ridiculous.
Now, we’ve read a biographical sketch of our poet, and have read and probably even recorded the years during which cummings was alive. We’ve maybe even glossed over the publication date of this essay. But in our attempt at a close reading of this piece, that information does not resurface. Not right away. So here’s a tale of two different classes responding to the same text:
In my first period today, one student, in response to the above passage, in particular to the “pressing a button” and the “twist of a knob,” says, “He’s talking about our smart phones.” At this point in the discussion I am so excited that I can remember nothing of what was said afterwards verbatim, but I clearly remember talk about how our smart phones allow us to go “whening all over creation,” allow us to be “a hundred thousand thousand other people,” and perhaps most ominously, prevent us from being alone, from being and knowing ourselves. And I specifically remember the priceless look on another student’s face as she begins to understand. These moments are the moments I live for as a teacher. And when someone asks the question, “When was this piece written?” Our mouths all fall open with amazement when we remind ourselves that the book i: Six Nonlectures was published in 1953. The knobs and buttons cummings refers to are likely radio tuning knobs, rotary dials, and if one was lucky enough to have a television, the channel selector. The poet saw and (perhaps) exaggerated (maybe) the dangers of his technology but managed to predict with perfect precision the powers and the dangerous reality of our own. Our addictive use of smart phones epitomizes the point he’s making.
Second period. I try and fail to recreate the epiphany from the period before. I fail for a couple of reasons. First, I move against the tenets of this particular strategy that students must construct their own knowledge while the teacher simply records their observations, questions, and conclusions. Instead, I ask a guiding question: “Do you notice in this passage the images of pressing a button or twisting a knob?” Then I admit, “This absolutely blows my mind.” Then I follow up, having already established that the piece was published in 1953: “What knobs and buttons might he be referring to?” In response, students talk about their knowledge of 1950s technology, radio, maybe television. I ask another question: “What do you think of his claim that radio or television might be having these adverse effects on us? Why is your teacher blown away by this?” Crickets. And as I scan the room, I notice a different kind of failure: a number of kids, a much larger number than I would care to admit, stare intently at their smart phone screens. They are, in this moment, “whening all over creation,” distracted by others, being anybody else, incapable of being alone, incapable of grasping the fact that they are the subject and the object lesson of this essay. We are indeed in an “epoch of interchangeable selves.”
Five (I’m continuing here, with the list of the poet’s assertions): poetry is being, not doing. Six: and if you’d like, at whatever distance, to follow “the poet’s calling,”
you’ve got to come out of the measurable doing universe into the immeasurable house of being.
He continues with his seventh, eighth, and ninth assertions, expressed in these two glorious sentences:
I am quite aware that, wherever our so-called civilization has slithered, there’s every reward and no punishment for unbeing. But if poetry is your goal, you’ve got to forget all about punishments and all about rewards and all about self-styled obligations and duties and responsibilities etcetera ad infinitum and remember one thing only: that it’s you–nobody else–who determine your destiny and decide your fate.
I love it that he says that this is what you must do if poetry is your goal. I love that, because I don’t think it’s really what he means. Or, rather, he’s not being literal. Poetry is my life, or, poetry can be your life even if you never write a word! And that’s what my greatest hope is for my students, not that they run out the door with a burning desire to write poetry (although that would be nice), but rather, they live their lives as if they were poems, they recognize that poetry is being, that it’s difficult to be, much easier and “rewarding” to unbe, but that somehow they gain the wherewithal and the self knowledge to regain their privacy, their aloneness, their sense of self-identity unclouded or polluted by the never-ending noise and distraction of the stupid smart phone, to determine their own destiny and fate so somebody else doesn’t do it for them.
2 thoughts on “Diary of an English Teacher in His Penultimate Year, Redux: Kids These Days, Part the Third–On Being and Unbeing”
I especially appreciate this essay – it appeals to my inner teacher and the lessons I’ve learned (keep learning) about the craft of teaching. I applaud your honest reflection and ownership of how your intervening in your students’ creative and critical thinking resulted in their failure to do either!
Thank you, Manon!