“THEY” Cripple Society Volume 1: Who are “THEY” and how do they do it? An Expose in True to Life Narrative Exploring Stories of Discrimination. Cleon E. Spencer
or time to get in and mix with the crowd. Some others had already chosen chairs, were seated and ready, but temporarily passed the time by doodling with a pen or leafing through a book.
Collin, a newcomer himself, not only to this classroom but to this university, after inconspicuously surveying the geographics of the situation, chose a seat about three-quarters of the way down from the front and just to the right side of the center of the singly placed seats. After placing his briefcase on the writing arm of the chair he looked around. A pleasant and friendly looking young man was sitting two rows to the left. They caught each others glance.
The chap smiled, held up his hand and said, “Hi.”
Collin did likewise, adding as a gesture of friendship, “How are you this evening?”
“Good,” answered the stranger as he rose from the chair and proceeded towards Collin to make acquaintance. “Owen Winslow is my name,” he said, as he put forward his hand to shake.
“Collin Seldon,” said Collin, as he arose and shook hands.
So far, so good, thought Collin. For here introducing himself was a pleasant type indeed.
Owen Winslow, in his mid thirties stood a good deal taller than Collin Seldon. His somewhat heavy-set, yet trim, well-built body, obviously kept in good condition physically as well as with regard to neatness and appearance, as made evident by, among other things, good taste in clothes, would cause him to stand out as a fine person in any crowd. He looked down at Collin as the two now stood talking.
“I’m teaching here at this university, temporarily”, said Owen.
“Oh then,” said Collin with a smile as though well pleased, “you are to be our professor for this class.”
“No,” replied Owen, “I teach History of Religion, but I intend to take this course in Psychology 3004 to acquire a little more general knowledge of the subject. I find that basic training in psychology helps me to understand my students and colleagues a little better, which adds to the quality of my regular work. It also contributes to my personal growth.”
“Sounds interesting, Owen, and somewhat of a coincidence. I am a clergyman. I too come to this course for much the same reasons as you, and I do use it in my work to some extent, but....”
Collin’s words were interrupted by a call from the front of the room. “May I have your attention please. Could I ask you to take your seats. It is time to begin. Thank you.”
The professor had entered the room and taken a standing position behind his desk. In response to his call, the students cutting off their conversations, spread themselves around the room filling almost all of the chairs.
“Nice to have met you”, said Owen Winslow as he gestured toward his chair.
“Likewise,” said Collin Seldon. “No doubt we’ll have more opportunity to talk.”
“Right,” Owen responded as he proceeded to his seat.
Collin sat down. There would be no need to take notes at the beginning, perhaps not at all the first evening. He leaned a little to the right, placed his right elbow on the writing arm of the chair, extending his forearm upward so as to allow his extended thumb to connect with his chin. Simultaneously his loosely extended fingers covered a portion of the side of his face, the lower right side of his nose, and also a portion of his upper and lower lip and chin. It has been very profitable on many previous occasions to sit in such a manner as this, at least to start, he mused. Time would prove him out on that before the class was over. Collin outwardly looked relaxed in his chair, but there were tensions on the inside.
Professor Yates, a man in his middle fifties, briefly introduced himself to the class. He was an assistant professor in the psychology department he said. After extending a welcome to the students, he proceeded to outline the course, its purpose and scope. “The name of the course, ‘Current Trends in Psychology, Psychiatry and Relevant Social Problems’ indicates its broad scope. This in turn is indicative that with such all inclusive terms of reference we cannot possibly go into it with a detailed and prolonged study. You won’t be a specialist when you have finished with this class,” he quipped clumsily, belittling himself, rather than making his point in a humorous manner, as he had intended.
Then the professor quickly, and quite noticeably to Collin, set out positively to retrieve the stature he felt he had lost. He did so by expounding the merits of his “very comprehensive update” on this “all important subject” as he emphatically called it. “This is the essence of humanity,” he said, “the insight into behavior, that enables people to cope with and react to society in a healthy manner.”
Now gaining control of his composure before the class, he continued, “This is a survey course that I am sure you will find to be a valuable aid in helping you to chart your future course in the field of psychology; or, you may find it to be an excellent prerequisite that will open other doors to you; or, you may simply value it as good general knowledge.”
The professor was now showing signs that he was already in control of things, standing tall, and as he continued speaking, moved about behind his desk with assurance and an air of ascending towards cloud nine.
Collin retained the same position in his chair as he had begun with. Being an ardent observer of people, he glanced around the room at the students that he was able to observe without turning his head, and being careful to do so only when Professor Yates’ attention was directed away from the area where Collin sat. Without detracting the professor he was able to observe that the students were well absorbed in what they heard. Owen Winslow was deeply engrossed and obviously interested, so much so that he seemed unaware that Professor Yates avoided looking in his direction. The professor did look in Collin’s direction without problem, as Collin’s hand continued to cover a significant portion of his face. Collin too thought it would be a good course, but he wondered how things would turn out for himself. His inner tensions were somewhat quieted by his absorption with the lecture, but they were still there, and for good reason.
“In this course”, continued Professor Yates, “we will survey the latest in mind exploration; such things as memory, thought processes, mind body interaction, and so on”.
I’ve recently read some interesting articles on this, thought Collin as his own mind went into gear. This will be an opportunity to get first hand professional views on the subject, just for the sake of curiosity, and general knowledge to help with my ministry, of course, as I am not now or not likely to get involved in such work to any great extent.
After a little more detail on this aspect of the course, the professor swung into psychological testing methods. “Here”, he said, “we will look at some new techniques, comparing and evaluating them alongside the methods that have been in use for considerable time.” He spoke briefly on the indispensible value of testing, stating that this matter would be gone into more fully in due time.
That’s a little outside my sphere, Collin reminded himself silently. But the knowledge will never go astray, especially when speaking with any professional person to whom I may have to refer a parishioner for specialized help. At least I will be able to understand the language if a psychologist should need to speak to me about such things.
Professor Yates next zeroed in on psychotherapy. “First we will survey the traditional uses of psychoanalysis and psychotherapy, looking at some of the merits and criticisms of each, with some case histories for illustration purposes. We will give attention to the wide use and misuse of transference, counter-transference and projection. Over and against these we will place some of the types of therapies that have evolved in recent years, with case histories which show the positive values they can have, as well as their weaknesses. We will touch on Bioenergenetics, Reality Therapy and Gestalt Therapy, to name only some.” As Professor Yates mentioned the names of these newer methods, they struck a note in Collin’s mind. He had read books on them, but he would be pleased to hear about them in the lecture room. There was always so much more to learn that way.
After a few minutes outlining just how the therapy comparisons would be done,