“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
matter what clothes he wore. Very interesting indeed, mused Collin in his private thoughts.
Collin Seldon was the new-comer to the group. But now, with his curiosity and enthusiasm aroused as they had never been before, he could not help but take the initiative in leading the group the way he would like to see it go in order to attain the highest degree of accomplishment possible. He was still able to conceal his feelings. That, out of necessity, he had developed well over the years so that it was now a part of him. But he was stirred on the inside.
“Leo” he asked, “I wonder if before you review any of your family and earlier life’s experiences with us, would you first relate in detail your skirmish with the English professor. Having done that, you could then turn to experiences in your earlier life and bring us up to the present time. In that manner we would be able to compare past and present and observe whether or not there are similarities in circumstances, causes, etc.”
“Wonderful idea,” interjected Dr. Eldren.
Leo agreed, “I think so too, O.K., here goes,” he said as his face grimaced a little. “Well it’s simple really. I was taking two evening courses in English last year. It is important to me that I do well in English especially. In one course I was doing well, very well-getting A’s in my papers and tests. In the other course I was getting B’s, and many B minuses at that. Now I fully recognized that it is not an uncommon occurrence for a student to do well in one course and not so well in the other, even possibly two courses in the same subject, but this was different.”
Everyone present listened intently to Leo as he continued, obviously feeling the pain of the matter. “To go back to the beginning of the year: I was registered in English 2002 and English 2007. It was in English 2007 I had my first paper to hand in. I was pleased when I was given a B grade for it, but also I wanted to improve. I went to the professor with my paper, asked him how I could improve my future grades in that subject. His response was pleasant and co-operative. In fact he was delighted I was taking such an interest. He spent considerable time with me, as he did with other students who approached him. My work improved to A grade in a short time and remained so throughout the year - in English 2007 that is.”
“In English 2002 it was an altogether different story,” said Leo as he leaned forward in his wooden arm chair, and with his fore-arms placed on the chair arms, then bringing his hands upward and shaking them in a gesture of frustration. “I just couldn’t get anywhere with that - that, how can anyone be like that anyway,” he said with a mixture of anger and frustration.
“I know already that it is a disturbing experience for Leo,” interjected Dr. Eldren, “perhaps even somewhat traumatic. However may I suggest that we refrain from expressing our feelings and opinions about people involved in the experiences we relate, at least until we have the whole factual story in sufficient detail so as to allow us to view the problems involved objectively. Then after our objective assessment has been made, we will be able to discern whether adverse feelings are justified or not.”
“I’m sorry sir” replied Leo, “I’ll try to keep better control of my feelings.”
“No harm done Leo,” said Dr. Eldren, sympathetically. “To express ones feelings is often therapeutic, but in this case we need an objective account as much as is possible. So if you can, just keep calm and tell us in as objective a manner as possible, your experiences with the professor of English 2002.”
“Right sir,” replied Leo as he tossed his head slightly in a gesture of disgust with himself, “I’ll have to keep my cool, won’t I.”
The doctor smiled and nodded his head in approval.
Leo proceeded with his story. “In English 2002 my first paper brought a B minus. I felt I had done a little better than that because I had already picked up a few pointers from the professor of English 2007. However, it didn’t bother me too much. I just decided I would talk to this professor as well, and ask him how I could improve my grade in his subject, fully realizing in the meantime that the two professors may well have different approaches to certain aspects of their presentations. I was ready to make allowances for that, but as time went by I was to find that it would not be so simple.
“I approached the second professor as I had the first, without complaint, and with an earnest enquiry as to how I might improve my grade in that subject. I approached him in the classroom after the lecture one evening. His reception of me was cold and seemingly lacking interest. He looked at his watch and told me he didn’t have time to talk now, but if I would make an appointment to see him in his office next week, perhaps he would have time to spare then.”
Collin smiled. He was familiar with the watch trick, the not having time - the put-off. For sure, he thought, there will be more avoidance to come.
Leo continued, “The professor spoke in such a condescending tone and manner that I felt strangely alienated from him at once. As I have already said, however, getting good grades in English is very important to me, so I continued to press him courteously but firmly, ‘You set the date and time for next week sir, and I’ll be there.”
“We-l-l,” he said vaguely, “I hardly know at this distance when it can be. You may speak to me about the matter again after class next Tuesday.” I suspected then that he might be putting me off. Nevertheless, on the next Tuesday I approached him again, this time before class. He fumbled a little for words, perhaps for a way out, I can’t be sure. Then, as if cornered he condescended again, “You may come to my office for a few minutes this evening, about fifteen minutes following this class. I’ll see what I can do to help you.”
“I wondered why he couldn’t speak to me in the lecture room,” Leo went on with his story. “But just as he suggested, I went to his office at the time stated. As I was about to knock on the half opened door, he beckoned me to come in. He sat behind his cleared desk looking very official, motioned to me with his hand and in a cold tone suggested I take the chair beside the wall, move it up to his desk and sit down a minute - a minute mind you,” emphasized Leo.
“Now,’ said the professor, leaning forward and with a low growl as I sat before him, ‘you think you should be getting a higher grade in your work?’
‘Not exactly, sir,’ I replied, ‘I would like to know how I can improve my work so that I can earn a higher grade.’
‘The professor came back as sharply as he dared without being openly hostile, ‘And what makes you think you have the ability to get a higher grade in this subject?’
“‘Well,” I said, as I shrugged my shoulders, ‘I won’t know till I try will I professor?”
‘The professor’s face dropped noticeably, and for a second or two he was stuck for words. Then finding his way out, he responded, “If I remember correctly, your composition is not too bad”--then he paused as if waiting for reaction from me. There was none. I was waiting for him to play his hand more fully. The pause came to an end. “This is a very complex and often difficult course. Some of the authors we are studying have a great deal of ambiguity about them, and it will require a well developed skill to really see through to their deeper meaning and interpret it in a sound and acceptable manner. Throughout the year, Mr. Aidan, you may develop this skill, but only time will tell to what extent.”
There was a dead silence in the support group at the sound of what Leo had just related. Collin, half smiling, half moved to anger, shook his head, not in disbelief, for this type of behavior was all too familiar to him, but in disgust. He thought it through to himself: the professor was sending Leo on a fool’s errand to search for the answers himself throughout the year. Of course he would never find them to the satisfaction of the professor, who would continually indicate to him that he wasn’t doing well with it. The end results-Leo’s confidence and self-esteem would be lowered. Also, he may be worn out from trying. The professor is envious of Leo because he stands out in public in a dignified way, which is how he would like to be. But he doesn’t have what it takes to do so. Therefore he turned on Leo. It is a mind-game. One of the foremost used by wayward educators. We will have to go into this one more thoroughly, later when it will more readily believed.
Dr.