School Pranks (2 page)

     When would be the right time to break that news to Miss Forest?  That was easy.  Miss Forest would be informed of the Representatives’ decision during the most festive season – winter school break (Christmas and New Year).  Schools are closed the longest during that season.  Much decorating is done, making the Nation of Grande` bright and sparkling.  Citizens engage in many activities, especially the exchanging of gifts.  What perfection!  While citizens were enjoying the happiest event of the year, their gift to Miss Forest would put her in an unhappy mood.  Their gift would let her know that her service as a teacher of history was unsatisfactory.  And, unless she was able to perform duties the Representatives were unable to perform themselves, her contract would be denied at the end of a period they chose to consider rational. 

     The perfect occasion came to pass for such action to be announced.  Miss Forest was called inside a vacant classroom at Dromedary High and given the news of the Representatives’ decision concerning her contract status.  This was done in a climate of comedy (jokes and laughter, and fun); unbecoming for the occasion.

     Now, meet the teacher these Representatives (administrators) simply went-out-of-their-education-control, causing themselves self-inflicted education wounds.  Documented!

Meet the Teacher

Miss Dora Forest is the teacher selected for “pulling off” these pranks.  She is of the lineage of the black fairybeings from the small settlement of Hopeshire.  Miss Forest was born near the township of Dromedary, largest of five townships in the nation of Grande`.  Her parents were farmers.  She is a post Great Depression Child.  During that historical period earning a living was difficult.  Dire poverty hit all levels of society.  But with the policy of segregation being strictly enforced, Blacks experienced additional hardship.  Hard times indeed! Schools were segregated.  With segregated schools, Black students suffered all the ramifications this policy entails.

              Blacks were denied the use of school buses.  Therefore Black parents had to sacrifice far beyond the norm in order to educate their children.  Blacks admired education.  Miss Forest’s parents considered education a must! A child must be educated in spite of overwhelming circumstances to the contrary.  To achieve success during such critical times required perseverance.  All families possessed a degree of that skill.

              The segregation law put a limit on career selection.  That law was a stumbling block to those for whom it was intended.  But strong fairybeings turned those stumbling blocks into stepping stones up the ladder of success.  Miss Forest fits into that category.  Comments from citizens about her teachings such as:  She has the ability to inspire students on all levels; she maintains good discipline, and the like indicate her classroom was conducive for learning.  Below are evaluations of Miss Forest from three of her students.

1.              “This year the history class was full of excitement.  I felt that Miss Forest was a teacher with many great qualities.  She is a pusher of current events.  She emphasized doing work neatly, organized, and promptly….”

2.              “Our teacher, Miss Forest, was and always will be a joy to work under.  I like the way she gives examples on the subject she is talking about….In history we learned to take responsibility for our actions.  History was like a journey into another time in life.  It is so exciting for us…It will help my children in the long run….”

3.              “Miss Forest is what I would call a master of history.  I would consider her as one of the top teachers in the world.”

First Employment

     Miss Forest‘s teaching career began shortly after graduating from Grande` College in the spring of 1953.  She was hired to teach music education in the town of Poole, at its public school, grades one through twelve.  This course was a test, probationary; therefore she was at liberty to teach what she deemed important.  When her course outline was submitted it was approved by the administrative officials. 

     Most children enjoy singing-Singing about one’s country has always been popular.  Miss Forest began with the introduction of patriotic songs. After discovering the limited number of songs in the children’s song bank, Miss Forest began work on improving their repertoire.

     Several varieties of songs were introduced aimed at making music more appreciative.  Both sacred and secular songs were used, including folk and patriotic; hymns and spirituals.  Musical terms and symbols were introduced and applied to their daily use.  Problems? There were none.  Fellow co-workers told Miss Forest she was having a good time.  But Miss Forest was a rookie, green, no experience, and did not realize how fortunate she was.  Many teachers considered the teacher’s registrar a great strain.  Miss Forest did not have that obligation.  At the end of each grading period – 20 school days – all teachers were required to submit a progress report.  Many teachers found this frustrating.  Many taught in fear.  Miss Forest did not have that problem.  Oh how lucky she was.  Her requirement was two yearly concerts – at Christmas and in the spring of the term, before graduation exercises.  Work in the Poole public school system was ideal – with co-workers, students, and the community.

Teacher Salary

     Several factors were carefully considered in deciding adequate teacher salary.  Citizens of Grande` revered the teaching profession.  A teaching career is greatly respected.  Most citizens rank teaching the most important of all professions.  After all, they mused, everybody, regardless the profession, has to be taught; therefore a teacher is absolutely essential.  The education profession is built around teaching – requiring persons with the skill to provide knowledge, stimulate and develop persons in all categories – academic, vocational, mental and moral.

     Designing a salary scale that will be of interest to advanced teachers in Grande` required foresight.  A good product is not cheap.  It is more profitable to pay a good teacher than to house a criminal.  Crime is very expensive from every standpoint.  Whereas education pays rich benefits.

     Miss Forest’s first check was based on the decision of the Finance Department of Grande`, May, 1953.  A beginning teacher was paid three times higher than the average beginning teacher in the U.S.A.  The next year, with one year experience, the salary doubles or the teacher could negotiate.  If teacher desires, a contract could be signed for double the first year salary plus five or ten percent of doubled salary.  If, at the end of the term 75% of students did not advance as expected, then teacher must repay the bonus, with 5% interest.

     Miss Forest and several beginning teachers considered the bonus salary plan quite attractive.  This plan made the teacher more responsible for student development, thereby eliminating the use of evaluators.  The bonus plan respected the teacher’s expertise, thus allowing more freedom in carrying out what is expected.  The teacher under bonus contract felt more appreciated and was allowed to be more creative.  In contrast the teacher who accepted basic pay felt saddled with administrators directing the teacher how to teach.  Sometimes these administrators were not competent in the area assigned to observe.  The observing administrator, most times, represented a threat, which is detrimental to education.

     Before graduation, research was required of future teachers of Grande`.  The finding left them appalled at the results.  It was discovered at some large industrialized nations many public schools ranked near the bottom in comparison with their counterpart.  Most astounding was the need of police protection on campus.  But in spite of all the security provided, crime still exists, sometimes fatal.  At present Grande` students are not crippled under such terrifying conditions.  Miss Forest and others pledged to do their utmost to keep crime at its lowest level.

Employment Change

Laketown

     Miss Forest found teaching to be a joy! But this ecstasy only lasted one year.  Late in the 1953-54 school years, headmasters from other areas in Grande` requested the inclusion of Music Education to their curriculum for the next term (1954-55); hinting favoritism was shown to Poole’s schools.  After all, they reasoned, Poole was the District Supervisor’s home.  But contrary to their reasoning the budget did not allow funds for such an increase; therefore, Music Education was deleted from Pool’s curriculum.  Miss Forest was transferred to Laketown High School in the town of Fishnet. Her assignment was: teacher – Chorus and History (Grande`).

     Would work at Laketown be as pleasurable as it was in Poole?  Two differences between these areas are apparent when compared: The town of Fishnet is larger and is nearer to Miss Forest’s home.  Will these differences be advantageous?  Miss Forest was optimistic, but somewhat nervous.

     On opening day of school the headmaster introduced the teachers to the student body.  Each faculty member was respectfully acknowledged by the students.  Early in the year Laketown was found to be typical of the other public schools of Grande`: the administrators, the faculty, the students and other personnel intermingled harmoniously with the community.  Miss Forest and other faculty members were known for good performance in the classroom.  Sometimes the workload was challenging and demanding, but never overwhelming.  The chorus was distinct.  Included in the repertoire were choral arrangements from the simple to the advanced.  Co-workers, whose classrooms were located in the vicinity of the choral classroom, would often complement Miss Forest and her students on the beautiful choral performance.  Their kind acknowledgement was stimulating, motivating other students to enroll.

     Two concerts were presented each term; the first one was presented before Christmas break, the second in late spring-prior to graduation exercises.  In addition to these standard performances, other functions sponsored by school and community organizations included selections performed by the chorus delighting their listeners.  A memorable appearance on local TV brought the following notes, highlighting the consensus of the area:

“I want to congratulate you on your TV program Sunday afternoon…It is encouraging to see young people do something worthwhile.  Your selections were good and well rendered…”

                                      A listener

“I saw you and the girls’ chorus on TV this afternoon, and I want you to know how much I enjoyed your performance.  Your selections, the voices, and the training were outstanding.  You certainly have done an outstanding job with the group….”

A listener

     From Fishnet’s area administrator of public education comes the following congratulatory note after attending a Christmas Concert:

“You and members of the Laketown Chorus are to be commended on a superb concert…. It must give you a great deal of self-satisfaction for a job well done to hear and observe the results of your efforts to develop the musical talents of the students….”

     The Laketown chorus participated in numerous annual choral festivals sponsored by the Grande` Department of Education.  One national adjudicator evaluated Miss Forest and the Chorus:

“Interpretation and Artistic Effect-excellent; Intonation-good; Accuracy-excellent; Shadings and Contrasts-well done; Tone-beautiful quality; Diction-very good; Presentation-excellent; Appearance-excellent; your artistic effect is excellent, also the climaxes….”

     Chorus and history were taught in a style which gave both equal enjoyments.  Miss Forest skillfully interwove these two courses, highlighting the role each course contributed in keeping the nation strong.  These two courses differed in one obvious way:

1. Chorus – required student auditioning.
   
2. History – required of all students (national).
   

     Many students came to history with an “attitude”. Of all the courses in the curriculum history seemed to be the most disliked.   Did this attitude reflect home values?  Maybe in some cases.  When Miss Forest allowed them to express their dislike of history, they did so and without restraint.  With the sincerity and the innocence of that age (11
th
and 12
th
graders) they dramatically stated their objections?  The most common ones were:

1. What is the purpose of studying events which happened in ancient time?
   
2. We need to know about present happenings; nothing can be done about the past.
   
3. I just want a good job.  How does history help a person get a good job?
   
4. I do not like politics.
   
5. Too much reading is required and most of the people are dead anyhow.
   

     Oppositions stated by these students were deeply embedded in their thinking, originating from various sources. But Miss Forest was ready for the strongest resistance.  All of those objections brought to remembrance her high school years when her thoughts were similar to theirs.  During those times history was considered dull, with foreign words, making it difficult to understand. She questioned its value also.  But with good teaching her attitude changed.

     Miss Forest’s love of history resulted from communications with her father and older citizens of Grande`.  Her father was a history enthusiast!  He enjoyed helping his daughter with her history assignments.  After the completion of homework, often her father would give additional information on the subject, making the lesson more interesting and more personal.  During one of those sessions she asked

“Papa, where did you get all of that knowledge that is not in the book?”

Delightfully he answered

“Those events happened during my time.”

He would quote his age at the time of the happening(s) and give her more detailed information – which was omitted from the text.  So, some information is not in the book.  Miss Forest remembers many lively discussions with her father and older citizens on pertinent subjects of interests to all peoples.    History, she concluded, is one of the liveliest subjects in the curriculum.  It is current happenings! News!

     These students could not achieve what is expected unless there was a change of attitude toward history.  It was apparent they were not aware of the role history plays in the well-being of a nation.  If one wishes to live in a peaceful and prosperous environment (nation) then its citizens must be informed (educated) and become involved in activities which make that nation successful.

     Miss Forest began the change of attitude toward history by helping students understand that events of the past and present are connected.  Naturally they did not believe that theory, but politely listened anyway.  Miss Forest continued with a shocker to those young minds by stating

“Persons who dislike history are seriously disadvantaged and deficient.  Actually, they are handicapped.” 

With this, she really got their attention.  Students could understand physical and mental handicaps.  Several students at Laketown High School suffered from those conditions.  To be afflicted with either or both of these handicaps prevent or restrict normal achievement.  A handicapped person does not brag about that condition, because it is a hindrance.  Instead, research and studies are done to help these people get relief.  Many handicapped persons are not successful but progress is blocked or impeded.

     “Do you all like our government?” asked Miss Forest.

“Yes”, the students joyously chimed. 

“Well”, she said, “list three acts (services) our government provides that are most important to you.” 

They immediately said “freedom”’ followed with education.  Afterward an over-sized student mischievously swore the third act was the school lunch program.  His reasoning,

“You can’t study when you are hungry.”

His classmates applauded him much for that wisdom he shared.  Miss Forest joined in with praises for his worthwhile contribution.  Continuing the lesson said,

“Let us begin with freedom, the first act on your list.”

Definitions were given and discussed.  Students were reminded that freedom is costly in everything connected to humanity.

“Now,” continued the teacher, “list a word that is opposite freedom.”  Slavery was the sole answer.  Miss Forest brought to their attention that slavery too, was costly in the same areas as freedom.  So, in order to value freedom as highly as you, they had to have knowledge of the opposite condition, slavery.

“How did you find out about slavery?” Asked Miss Forest.  Several versions were given.  Those answers were good, responded Miss Forest.  In each version people who are under the power of another- against their will – are in slavery and do not like that.  What do these people want? Asked Miss Forest.

“Freedom” was the answer. 

So, you see, freedom and slavery do not mix, the lesson continued. 

“Do you think in the future these two terms will compromise?” said Miss Forest. 

“No way” was the students’ reply.  At present those terms are incompatible; it’s been that way for ages.  These terms represent enemies, one is named freedom, the other is known as slavery.

“Which of the two started this problem?” inquired Miss Forest.  A discussion followed.  After expressions by students, Miss Forest asked their opinion on which they thought was the strongest of the two and why?  After pondering over that question (a second or so), several hands were impatiently raised.  Again with the sincerity of their level of maturity, enthusiastically delivered their decision to classmates and Miss Forest.  “Since those two enemies cannot get along, then what do you think is the next step?” asked the teacher.  That was easy! “You fight” said the students.  Some of the active males flexed muscles.  Before the battle begins though it is safer to use diplomacy, carried out by an ambassador.  After discussing the duty of an ambassador students agreed that sometimes war can be avoided. 

All of the students had observed battles on screens and on TV.  Wars destroy!  Miss Forest cautioned students the type of fighting nations engage in has to be taught to its soldiers.  Studying wars of the past helps in current wars.  The winner of a war is alert, determined, brave, patriotic, and is educated.

     The war between freedom and slavery started at the beginning of time.  “It’s your responsibility to remain free; you deserve it.  Everybody has a role in keeping a nation free.  Don’t cheat now - that’s criminal.

     In the meantime, Miss Forest saw in her classroom, future teachers, lawyers, generals, soldiers, judges, and engineers – the entire spectrum of courses, now and in the future curriculums.

     With a few other counsel sessions with these students on the subject of the importance of history, history became more personal to them.  Read their comments at the end of this writing.

     After establishing the cause of students’ negativism toward history, the problem of teaching it was practically solved.  They seemed unaware of the irreplaceable role history has in their living.  Miss Forest made them aware of the role each citizen plays in the well-being of their nation.  The first step is education.  Then Miss Forest asked their intention – future plan. 

“Do you intend to be a burden or a burden bearer?” 

“If you think it is smart to be a burden then you have to be satisfied with what others decide you should have.  But a burden bearer is not limited in anything lawful.  If you are normal why act abnormal?  That takes away maturity.” 

     In history classes, relationships between the past and the present were emphasized, disclosing the relevance history has to daily living.  Students’ opinions on issues were encouraged.  Upon lesson completion, questions were asked such as: was the best decision(s) made?  Would your decision differ?  If so, in what way?  What would have been the result(s)?  Miss Forest focused on a variety of skills: thinking, evaluating, and writing.  Incorporated in the lesson(s) were character-building terms, making students aware of the role each person contributes to the success of our society.  Included in this list were: integrity, honesty, obey, common sense, think, and responsibility.  Placed on the front wall of the classroom was the Golden Rule:

“Do unto others as you would have them do unto you.”

     Each day current news was discussed.  Students were encouraged to subscribe to Current Events (Up Front), a student news magazine.  Instead of asking parents for subscription money, they were shown how the family’s budget would be helped, if the magazine subscription was paid from their allowance.  Most students subscribed; others were encouraged to make their own arrangements.  History changed from dullness to among the liveliest of courses. (See student evaluations)