74
Chapter 2
Education and Learning
k n e w c o u l d w r i t e , I w o u l d tell h i m I could w r i t e as w e l l ashe. T h e
next w o r d w o u l d be, " 1d o n ' t believe y o u . L e tm e see y o u t r y i t . " I
w o u l d t h e n m a k e t h e letters w h i c h I h a d been s ofortunate as t o
learn, a n d a s k h i m t o beat that. I n this w a y I g o t a g o o d m a n y lessons i nw r i t i n g , w h i c h it is quite possible I s h o u l d never have gotten i n a n y o t h e r w a y . D u r i n g this t i m e , m y c o p y - b o o k w a s t h e
board fence, brick w a l l , a n d p a v e m e n t ; m y p e n a n d i n k w a s a
l u m p o f chalk. W i t h these, I learned m a i n l y h o w t o w r i t e . I t h e n
c o m m e n c e d a n dc o n t i n u e d c o p y i n g t h e Italics i n W e b s t e r ' s S p e l l i n g
Book, until I could make t h e m all w i t h o u tlooking o n t h ebook. B y
this t i m e , m ylittle M a s t e r T h o m a s h a d gone t o school, a n d
learned h o w t owrite, a n d h a d w r i t t e n over a n u m b e r o f copybooks. These h a d been brought home, a n d s h o w n to some o fo u r
near neighbors, a n d t h e n l a i d aside. M y mistress used t og o t o
class m e e t i n g a t t h e W i l k Street m e e t i n g h o u s e e v e r y M o n d a y aft e r n o o n , a n d leave m e t o take care o f t h e house. W h e n left thus, I
used t o s p e n d t h e t i m e i n w r i t i n g i n t h e spaces left i n M a s t e r
Thomas's copy-book, copying w h a t he had written. I continued to
do this until I could w r i t e a hand very similar t o that o f Master
T h o m a s . T h u s , after a l o n g , tedious effort foryears, I f i n a l l y succeeded i n learning h o w t o write.
1845
Graduation
MayaAngelou
The children i nStamps' trembled visibly with anticipation. Some i
adults w e r e excited too, b u t t o be certain t h e w h o l e y o u n g p o p u lation h a d c o m e d o w n w i t h g r a d u a t i o n e p i d e m i c . L a r g e classes
were graduating f r o m b o t h the g r a m m a r school a n d the h i g h
school. E v e n those w h o w e r e years r e m o v e d f r o m their o w n d a y
of glorious release w e r e a n x i o u s t ohelp w i t h preparations as a
'A rural, segregated town in Arkansas.
Graduation
Maya Angelou
75
kind of d r yr u n . T h ejunior students w h o were m o v i n g into the
vacating classes' chairs w e r e t r a d i t i o n - b o u n d t o s h o w t h e i r talents
for l e a d e r s h i p a n d m a n a g e m e n t . T h e y s t r u t t e d t h r o u g h t h e school
and a r o u n d t h e c a m p u s exerting pressure o n t h e l o w e r grades.
T h e i r a u t h o r i t y w a s so n e w that occasionally i f t h e y pressed a little t o o h a r d i t h a d t o b e o v e r l o o k e d . A f t e r a l l , n e x t t e r m w a s c o m ing, a n d i t n e v e r h u r t a s i x t h grader t o h a v e a p l a y sister i n t h e
eighth grade, o ra tenth-year student t o b e able t o call a twelfth
grader Bubba. S o a l l w a s endured i n a spirit o f shared unders t a n d i n g . B u t t h e g r a d u a t i n g classes t h e m s e l v e s w e r e t h e n o b i l i t y .
Like travelers w i t h exotic destinations o n their m i n d s , the graduates w e r e r e m a r k a b l y f o r g e t f u l . T h e y c a m e t o s c h o o l w i t h o u t their
books, o r tablets o r e v e n pencils. Volunteers fell o v e r themselves
to s e c u r e r e p l a c e m e n t s f o r t h e m i s s i n g e q u i p m e n t . W h e n accepted, t h ew i l l i n g w o r k e r s m i g h t o r m i g h t n o t b e t h a n k e d , a n d it
was o fn o importance t ot h e pregraduation rites. E v e n teachers
were respectful of then o w quiet a n daging seniors, a n dtended to
speak to t h e m , i f n o tasequals, asbeing o n l y slightly l o w e r t h a n
t h e m s e l v e s . A f t e r tests w e r e r e t u r n e d a n d g r a d e s g i v e n , t h e s t u dent body, w h i c h acted like a n extended family, k n e w w h o d i d
well, w h o excelled, a n dw h a t piteous ones h a d failed.
U n l i k e t h e w h i t e h i g h school, Lafayette C o u n t y Training
School distinguished itself b y h a v i n g neither l a w n , n o r hedges,
n o r t e n n i s c o u r t , n o r c l i m b i n g i v y . Its t w o b u i l d i n g s ( m a i n classr o o m s , t h e grade school a n d h o m e economics) w e r e set o n a dirt
hill w i t h n o fence t o limit either itsboundaries o r those o f bordering farms. T h e r e w a s a large expanse t o t h e left o f t h e school
w h i c h w a s used alternately as a baseball d i a m o n d o r basketball
court. Rusty hoops o n s w a y i n g poles represented t h e p e r m a n e n t
recreational e q u i p m e n t , a l t h o u g h bats a n d balls c o u l d b e borr o w e d f r o m the R E . teacher if the borrower w a s qualified a n d i f
the d i a m o n d w a s n ' t occupied.
O v e r this r o c k y area relieved b y a f e ws h a d y tall p e r s i m m o n
trees t h e g r a d u a t i n g class w a l k e d . T h e girls o f t e n h e l d h a n d s a n d
no longer bothered to speak to the lower students. There w a s a
sadness about t h e m , asi f this o l dw o r l d w a s n o t their h o m e a n d
they w e r e b o u n d f o rhigher g r o u n d . T h eboys, o n t h e other h a n d ,
had become m o r e friendly, more outgoing. A decided change
76
Chapter 2
Education and Learning
f r o m the closed attitude they projected w h i l e s t u d y i n g for finals.
N o w t h e y s e e m e d n o t r e a d y to give u p the o l d school, the f a m i l iar paths a n d classrooms. O n l y a s m a l l percentage w o u l d be continuing o n to college—one of the South's A& M (agricultural and
mechanical) schools, w h i c h trained N e g r o y o u t h s to b e carpenters, farmers, h a n d y m e n , masons, m a i d s , cooks a n d baby nurses.
Their future rode heavily o n their shoulders, a n d blinded t h e m to
the collective joy that had pervaded the lives of the boys a n d girls
i n t h e g r a m m a r s c h o o l g r a d u a t i n g class.
Parents w h o could afford it had ordered n e w shoes and ready- 4
m a d e clothes for themselves f r o m Sears and Roebuck o r M o n t g o m e r y W a r d . T h e y also e n g a g e d t h e best s e a m s t r e s s e s t o m a k e
the floating graduating dresses a n d t ocut d o w n secondhand
pants w h i c h w o u l d b epressed to a m i l i t a r yslickness for the i m portant event.
O h , it was important, all right. W h i t e f o l k s w o u l d attend the 5
ceremony, and t w o or three w o u l d speak of G o d and home, and
t h e S o u t h e r n w a y of life, a n d M r s . Parsons, the principal's w i f e ,
w o u l d play the graduation march w h i l e the lower-grade graduates p a r a d e d d o w n the aisles a n d t o o k their seats b e l o w the platf o r m . T h e h i g h school seniors w o u l d wait i n e m p t y classrooms to
m a k e their dramatic entrance.
In the Store I w a s the person of the m o m e n t . T h e birthday girl, e
T h e center. Bailey h a d g r a d u a t e d the year before, a l t h o u g h to d o
so he h a d h a d to forfeit all pleasures to m a k e u p for his t i m e lost
in Baton Rouge.
M y class w a s w e a r i n g b u t t e r - y e l l o w p i q u e dresses, a n d M o m m a 7
l a u n c h e d o u t o n m i n e . She s m o c k e d the y o k e i n t o t i n y crisscrossi n g p u c k e r s , t h e n s h i r r e d t h e rest o f t h e bodice. H e r d a r k fingers
d u c k e d i n a n d o u t o f t h e l e m o n y c l o t h as s h e e m b r o i d e r e d r a i s e d
daisies a r o u n d the h e m . Before she considered herself finished
she h a d added a crocheted cuff o n the puff sleeves, a n d a p o i n t
crocheted collar.
I w a s going to b elovely. A w a l k i n g m o d e l of all the various s
styles of fine h a n d s e w i n g a n d it d i d n ' t w o r r y m e that I w a s o n l y
t w e l v e years o l d and merely graduating f r o m the eighth grade.
Besides, m a n y teachers i n Arkansas Negro schools h a d o n l y that
d i p l o m a a n d w e r e licensed to i m p a r t w i s d o m .
Graduation
Maya Angelou
77
T h e days had b e c o m e longer a n d m o r e noticeable. T h e faded
beige of f o r m e r times h a d been replaced w i t h strong a n d sure colo r s . I b e g a n t o see m y c l a s s m a t e s ' c l o t h e s , t h e i r s k i n t o n e s , a n d t h e
dust that w a v e d off pussy w i l l o w s . C l o u d s that lazed across the
s k y w e r e objects of great concern to m e . T h e i r shiftier shapes m i g h t
have h e l d a message that i n m y n e w happiness a n d w i t h a little
bit of t i m e I ' d soon decipher. D u r i n g that p e r i o d I l o o k e d a t the
arch o fh e a v e n s o religiously m y neck k e p t a steady ache. I had
taken to smiling m o r e often, and m y jaws h u r t f r o m the unaccust o m e d activity. Between the t w o physical sore spots, I suppose I
c o u l d h a v e b e e n u n c o m f o r t a b l e , b u t t h a t w a s n o t t h e case. A s a
m e m b e r o f t h e w i n n i n g t e a m (the g r a d u a t i n g class o f 1940) I h a d
outdistanced unpleasant sensations b y miles. I w a s headed for the
f r e e d o m of o p e n fields.
Y o u t h a n d social a p p r o v a l allied themselves w i t h m e a n d w e
t r a m m e l e d m e m o r i e s of slights and insults. T h e w i n d of o u r s w i f t
passage r e m o d e l e d m y features. Lost tears w e r e p o u n d e d to m u d
a n d t h e n to dust. Years of w i t h d r a w a l w e r e brushed aside a n d left
behind, ash a n g i n g ropes of parasitic moss.
M y w o r k alone had awarded m e a top place and I w a s going
to b eone of the first called i n the g r a d u a t i n g ceremonies. O n the
classroom blackboard, aswell ason the bulletin board i n the aud i t o r i u m , there w e r e b l u e stars a n d w h i t e stars a n d r e d stars. N o
absences, n o tardinesses, a n d m y academic w o r k w a s a m o n g the
best of the year. I c o u l d say the p r e a m b l e t o the C o n s t i t u t i o n e v e n
faster t h a n Bailey. W et i m e d ourselves often: "WethepeopleoftheUnitedStatesinordertoformamoreperfectunion. ..." I had
m e m o r i z e d the Presidents of the U n i t e d States f r o m W a s h i n g t o n
to Roosevelt i n chronological asw e l l asalphabetical order.
M y hair pleased m e too. G r a d u a l l y the black mass h a d lengthened a n d thickened, s othat it kept a t last to its b r a i d e d p a t t e r n ,
a n d I d i d n ' t h a v e to y a n k m y scalp off w h e n I tried to c o m b it.
Louise a n d I h a d rehearsed the exercises u n t i l w e tired out
o u r s e l v e s . H e n r y R e e d w a s class v a l e d i c t o r i a n . H e w a s a s m a l l ,
v e r y black b o y w i t h h o o d e d eyes, a long, b r o a d nose a n d a n o d d l y
shaped head. I had admired h i m for years because each t e r m h e
a n d I v i e d f o r the best grades i n o u r class. M o s t o f t e n he bested
me, but instead o f being disappointed I w a s pleased that w e
78
Chapter 2
Education and Learning
shared t o p places b e t w e e n us. L i k e m a n y S o u t h e r n Black children,
h e l i v e d w i t h h i s g r a n d m o t h e r , w h o w a s as strict a s M o m m a a n d
as k i n d a s s h e k n e w h o w t o be. H e w a s c o u r t e o u s , r e s p e c t f u l a n d
soft-spoken to elders, but o n the p l a y g r o u n d he chose to play the
roughest games. I admired h i m . A n y o n e , I reckoned, sufficiently
afraid or sufficiently d u l l c o u l d be polite. But to be able to operate
at a t o p l e v e l w i t h b o t h a d u l t s a n d c h i l d r e n w a s a d m i r a b l e .
H i s valedictory speech w a s entitled "To Be o r N o t to Be." T h e
rigid tenth-grade teacher h a d helped h i m w r i t e it. H e ' d been
w o r k i n g o n the d r a m a t i c stresses for m o n t h s .
T h e w e e k s u n t i l g r a d u a t i o n w e r e filled w i t h heady activities.
A g r o u p o fsmall children w e r e to b e presented i n a play about
buttercups a n d daisies a n d b u n n y rabbits. T h e y could b e heard
t h r o u g h o u t the b u i l d i n g practicing their hops a n d their little songs
that s o u n d e d l i k e silver bells. T h e o l d e r girls (non-graduates, o f
course) w e r e assigned the task o fm a k i n g refreshments for the
night's festivities. A tangy scent of ginger, c i n n a m o n , n u t m e g a n d
chocolate w a f t e d a r o u n d the h o m e economics b u i l d i n g as the
b u d d i n g cooks m a d e samples f o r themselves a n d their teachers.
I n e v e r y corner o f the w o r k s h o p , axes a n d s a w s split fresh
t i m b e r as t h e w o o d s h o p b o y s m a d e sets a n d stage scenery. O n l y
t h e graduates w e r e left o u t o f the g e n e r a l bustle. W e w e r e free t o
sit i n the l i b r a r y a t the b a c k of the b u i l d i n g o rl o o k i n q u i t e detachedly, naturally, o n the measures being taken for o u r event.
E v e n the minister preached o n g r a d u a t i o n the S u n d a y before.
H i s s u b j e c t w a s , " L e t y o u r l i g h t s o s h i n e t h a t m e n w i l l see y o u r
g o o d w o r k s a n d praise y o u r Father, W h o is i n H e a v e n . " A l t h o u g h
t h e s e r m o n w a s p u r p o r t e d to be addressed to us, he u s e d the occasion to speak to backsliders, gamblers a n d general ne'er-do-wells.
B u t since h e h a d called o u r n a m e s a tthe b e g i n n i n g of the service
w e were mollified.
A m o n g Negroes the t r a d i t i o nw a s to give presents to children
going o n l y f r o m one grade to another. H o w m u c h m o r e i m p o r t a n t
t h i s w a s w h e n t h e p e r s o n w a s g r a d u a t i n g at t h e t o p o f t h e class.
U n c l e W i l l i e a n d M o m m a h a d sent a w a y for a M i c k e y M o u s e w a t c h
like Bailey's. Louise gave m e four embroidered handkerchiefs. ( I
g a v e her crocheted doilies.) M r s . Sneed, the m i n i s t e r ' s w i f e , m a d e
Graduation
Maya Angelou
79
m e a n undershirt to w e a r for graduation, a n d nearly every customer gave m e a nickel o r maybe even a d i m e w i t h the instruction, "Keep o nm o v i n g t o higher g r o u n d , " o r some such
encouragement.
A m a z i n g l y the great d a y finally d a w n e d a n d I w a s o u t of bed
b e f o r e I k n e w i t . I t h r e w o p e n t h e b a c k d o o r t o see i t m o r e clearly,
b u t M o m m a said, "Sister, c o m e a w a y f r o m t h a t d o o r a n d p u t y o u r
robe o n . "
I hoped the m e m o r y of that m o r n i n g w o u l d never leave me.
S u n l i g h t w a s itself y o u n g , and the d a y h a d n o n e of the insistence
m a t u r i t y w o u l d bring it i n a f e w hours. I n m y robe a n d barefoot i n
t h e b a c k y a r d , u n d e r c o v e r o f g o i n g t o see a b o u t m y n e w b e a n s , I
gave m y s e l f u p t othe gentle w a r m t h a n d t h a n k e d G o d that n o
m a t t e r w h a t evil I h a d d o n e i n m y life H e h a d a l l o w e d m e t o live
t o see t h i s d a y . S o m e w h e r e i n m y f a t a l i s m I h a d e x p e c t e d t o d i e ,
accidentally, a n d never have the chance to w a l k u p the stairs i n
the a u d i t o r i u m a n d gracefully receive m y hard-earned d i p l o m a .
O u t of God's merciful bosom I had w o n reprieve.
Bailey came out i n his robe and gave m e a box w r a p p e d i n
C h r i s t m a s paper. H e said h eh a d saved his m o n e y for m o n t h s
to p a y for it. I tfelt like a box o f chocolates, but I k n e w Bailey
w o u l d n ' t save m o n e y to b u y candy w h e n w e had all w e could
w a n t u n d e r o u r noses.
H e w a s as proud of the gift as I . It w a s a soft-leather-boundc o p y of a collection of p o e m s b y E d g a r A l l a n Poe, or, asBailey a n d
I called h i m , "Eap." I t u r n e d to " A n n a b e l L e e " a n d w e w a l k e d u p
a n d d o w n the g a r d e n r o w s , the c o o l d i r t b e t w e e n o u r toes, reciti n g the b e a u t i f u l l y sad lines.
M o m m a m a d e a S u n d a y breakfast a l t h o u g h it w a s o n l y Frid a y A f t e r w e finished the blessing, I opened m y eyes to find the
w a t c h o nm y plate. I t w a s a d r e a m o fa d a y E v e r y t h i n g w e n t
s m o o t h l y a n d to m y credit. I d i d n ' t h a v e to be r e m i n d e d or scolded
for a n y t h i n g . N e a r e v e n i n g I w a s too jittery t o attend to chores, s o
Bailey volunteered to d o all before his bath.
D a y s before, w e h a d m a d e a sign for the Store, a n d as w e
turned out the lights M o m m a h u n g the cardboard over the doork n o b . It read clearly: C L O S E D . G R A D U A T I O N .
80
Chapter 2
Education and Learning
M y dress fitted perfectly a n d everyone said that I looked like a
s u n b e a m i n it. O n the hill, g o i n g t o w a r d the school. Bailey w a l k e d
b e h i n d w i t h Uncle WilUe, w h o muttered, " G o on, Ju." H e w a n t e d
h i m to w a l k ahead w i t h us because it embarrassed h i m to have to
w a l k s o s l o w l y . B a i l e y said h e ' d let t h e ladies w a l k together, a n d
t h e m e n w o u l d b r i n g u p t h e rear. W e a l l l a u g h e d , nicely.
Little children dashed b y o u t of the d a r k like fireflies. T h e i r
crepe-paper dresses a n d butterfly w i n g s w e r e not m a d e for r u n ning and w e heard more than one rip, dryly,and the regretful " u h
u h " that followed.
T h e school blazed w i t h o u t gaiety. T h e w i n d o w s s e e m e d cold
a n d u n f r i e n d l y f r o m the l o w e r hill. A sense of ill-fated t i m i n g crept
o v e r m e , a n d if M o m m a h a d n ' t reached for m y h a n d I w o u l d h a v e
drifted back to Bailey and Uncle Willie, and possibly beyond. She
m a d e a f e w s l o w jokes a b o u t m y feet getting cold, a n d t u g g e d m e
along to the now-strange building.
A r o u n d the f r o n t steps, assurance came back. T h e r e w e r e m y
f e l l o w "greats," t h e g r a d u a t i n g class. H a i r b r u s h e d b a c k , legs o i l e d ,
n e w dresses a n d pressed pleats, fresh pocket handkerchiefs a n d
little handbags, all h o m e s e w n . O h , w e were u p to snuff, all right.
I j o i n e d m y c o m r a d e s a n d d i d n ' t e v e n see m y f a m i l y g o i n t o f i n d
seats i n the c r o w d e d a u d i t o r i u m .
T h e s c h o o l b a n d struck u p a m a r c h and a l l classes f i l e d i n a s
h a d been rehearsed. W e s t o o d i n f r o n t of o u r seats, as assigned,
a n d o n a s i g n a l f r o m t h e c h o i r d i r e c t o r , w e sat. N o s o o n e r h a d t h i s
been accomplished t h a n the band started to play the national ant h e m . W e rose a g a i n a n d s a n g the s o n g , after w h i c h w e recited t h e
pledge of allegiance. W e r e m a i n e d standing for a brief m i n u t e before the choir director and the principal signaled to us, rather desperately I t h o u g h t , t o take o u r seats. T h e c o m m a n d w a s s o
u n u s u a l that our carefully rehearsed and s m o o t h - r u n n i n g m a chine w a s t h r o w n off. For a full m i n u t e w e f u m b l e d for o u r chairs
and b u m p e d into each other a w k w a r d l y Habits change or solidi f y u n d e r pressure, so i n o u r state o f n e r v o u s t e n s i o n w e h a d b e e n
ready t o f o l l o w o u r usual assembly pattern: the A m e r i c a n nat i o n a l a n t h e m , t h e n the pledge of allegiance, t h e n the song e v e r y
Black p e r s o n I k n e w called the N e g r o N a t i o n a l A n t h e m . A l l d o n e
Graduation
Maya Angelou
81
in the same key, w i t h the same passion a n d m o s t often standing
on the same foot.
F i n d i n g m y seat at last, 1w a s o v e r c o m e w i t h a p r e s e n t i m e n t
of w o r s e things to come. Something unrehearsed, unplanned, w a s
going to happen, a n d w e w e r e g o i n g to be m a d e to l o o k bad. I distinctly remember being explicit i n the choice of p r o n o u n . It w a s
" w e , " t h e g r a d u a t i n g class, t h e u n i t , that c o n c e r n e d m e t h e n .
The principal welcomed "parents and friends" and asked the
Baptist minister to lead us i n prayer. H i s invocation w a s brief a n d
punchy, and for a second I thought w e w e r e getting o n the h i g h
road t oright action. W h e n the principal c a m e back t othe dais,
h o w e v e r , his voice had changed. Sounds a l w a y s affected m e p r o f o u n d l y and the principal's voice w a s one of m y favorites. D u r i n g
assembly it melted and l o w e d w e a k l y into the audience. I t had
not been i n m y p l a n to listen to h i m , but m y curiosity w a s p i q u e d
and I straightened u p to give h i m m y attention.
H e w a s talking about Booker T. W a s h i n g t o n , o u r "late great
leader," w h o said w e can b e as close as the fingers o n the h a n d ,
etc
T h e n he said a f e w vague things a b o u t friendship a n d the
f r i e n d s h i p o f k i n d l y people t o those less f o r t u n a t e t h a n t h e m selves. W i t h t h a t his voice n e a r l y f a d e d , t h i n , a w a y . L i k e a r i v e r d i m i n i s h i n g t oa stream a n d then t oa trickle. But h e cleared his
t h r o a t a n d said, " O u r speaker tonight, w h o is also o u r f r i e n d ,
came f r o m Texarkana to deliver the c o m m e n c e m e n t address, b u t
d u e to the irregularity of the t r a i n schedule, he's g o i n g to, as t h e y
say, ' s p e a k a n d r u n . ' " H e s a i d t h a t w e u n d e r s t o o d a n d w a n t e d t h e
m a n to k n o w that w e w e r e m o s t grateful for the t i m e he w a s able
to give us a n d t h e n s o m e t h i n g a b o u t h o w w e w e r e w i l l i n g a l w a y s
to adjust t o a n o t h e r ' s p r o g r a m , a n d w i t h o u t m o r e a d o — " I g i v e
you Mr. Edward Donleavy."
N o t one b u t t w o w h i t e m e n c a m e t h r o u g h the d o o r off-stage.
T h e shorter one w a l k e d to the speaker's p l a t f o r m , a n d the tall one
m o v e d t o t h e center seat a n d sat d o w n . B u t t h a t w a s o u r p r i n c i p a l ' s
seat, a n d a l r e a d y occupied. T h e d i s l o d g e d g e n t l e m a n b o u n c e d
a r o u n d for a long breath or t w o before the Baptist minister gave
h i m his chair, t h e n w i t h m o r e d i g n i t y t h a n t h e s i t u a t i o n deserved,
the m i n i s t e r w a l k e d off the stage.
82
Chapter 2
Education and Learning
D o n l e a v y l o o k e d a t t h e a u d i e n c e o n c e ( o n r e f l e c t i o n , I ' m s u r e 34
that he w a n t e d o n l y to reassure himself that w e were really there),
adjusted his glasses a n d began to read f r o m a sheaf of papers.
H e w a s g l a d " t o b e h e r e a n d t o s e e t h e w o r k g o i n g o n j u s t a s 35
it w a s i n the other schools."
A t t h e f i r s t " A m e n " f r o m t h e a u d i e n c e I w i l l e d t h e o f f e n d e r t o 36
i m m e d i a t e d e a t h b y c h o k i n g o n t h e w o r d . But A m e n s a n d Yes, sir's
began to fall a r o u n d the r o o m like rain through a ragged umbrella.
H e t o l d u s o f t h e w o n d e r f u l c h a n g e s w e c h i l d r e n i n S t a m p s 37
h a d i n store. T h e C e n t r a l School (naturally, the w h i t e school w a s
Central) had already been granted improvements that w o u l db e
in u s e i n the fall. A w e l l - k n o w n artist w a s c o m i n g f r o m Little R o c k
to teach art to them. T h e y w e r e going to have the newest m i c r o scopes a n d chemistry e q u i p m e n t for the laboratory. M r . D o n l e a v y
d i d n ' t leave us l o n g i n the d a r k over w h o m a d e these i m p r o v e m e n t s available to C e n t r a l H i g h . N o r w e r e w e to be i g n o r e d i n the
general betterment scheme he had in m i n d .
H e s a i d t h a t h e h a d p o i n t e d o u t t o p e o p l e a t a v e r y h i g h l e v e l 38
t h a t one of the first-line football tacklers at Arkansas A g r i c u l t u r a l
anci Mechanical College h a d graduated f r o m good o l d Lafayette
C o u n t y Training School. Here fewer A m e n ' s were heard. Those
f e w t h a t d i d b r e a k t h r o u g h l a y d u l l y i n t h e air w i t h t h e h e a v i n e s s
of babit.
H e w e n t o n t o p r a i s e u s . H e w e n t o n t o s a y h o w h e h a d b r a g g e d 39
t h a t " o n e of the best basketball players a tFisk sank his first ball
r i g h t here at Lafayette C o u n t y T r a i n i n g School."
T h e w h i t e k i d s w e r e g o i n g t o h a v e a c h a n c e t o b e c o m e 40
Galileos and M a d a m e Curies and Edisons and Gauguins, and our
b o y s ( t h e g i r l s w e r e n ' t e v e n i n o n i t ) w o u l d t r y t o be Jesse O w e n s e s
a n d Joe L o u i s e s .
O w e n s a n d the B r o w n B o m b e r w e r e great heroes i n o u r w o r l d , 4 1
b u t w h a t school official i n the w h i t e - g o d d o m of Little Rock had
t h e r i g h t t o decide that those t w o m e n m u s t be o u r o n l y heroes?
W h o decided that for H e n r y Reed to b e c o m e a scientist he h a d to
w o r k like George W a s h i n g t o n Carver, asa bootblack, t ob u y a
lousy microscope? Bailey was obviously always going to b e too
s m a l l t ob e a nathlete, s o w h i c h concrete angel glued t o w h a t
c o u n t y seat h a d decided that if m y brother w a n t e d to b e c o m e a
Graduation
Maya Angelou
83
lawyer he had to first pay penance for his skin by picking cotton
a n d h o e i n g c o r n a n d s t u d y i n g c o r r e s p o n d e n c e b o o k s at n i g h t f o r
t w e n t y years?
T h e man's dead w o r d s fell like bricks a r o u n d the a u d i t o r i u m
a nd too m a n y settled i n m y belly Constrained b y hard-learned
m a n n e r s I couldn't l o o k b e h i n d m e , but to m y left a n d right the
p r o u d g r a d u a t i n g class o f 1940 h a d d r o p p e d t h e i r heads. E v e r y
girl i n m y r o w had f o u n d s o m e t h i n g n e w to d o w i t h her handkerchief. S o m e f o l d e d the t i n y squares i n t o love k n o t s , s o m e i n t o triangles, b u t m o s t w e r e w a d d i n g t h e m , t h e n pressing t h e m flat o n
their y e l l o w laps.
O n the dais, the ancient tragedy w a s being replayed. Profess o r P a r s o n s sat, a s c u l p t o r ' s reject, r i g i d . H i s l a r g e , h e a v y b o d y
seemed d e v o i d of w i l l or willingness, a n d his eyes said he w a s n o
longer w i t h us. T h e other teachers e x a m i n e d the flag ( w h i c h w a s
draped stage right) or their notes, or the w i n d o w s w h i c h opened
on our now-famous playing diamond.
Graduation, the h u s h - h u s h magic time of frills a n d gifts a n d
congratulations a n d diplomas, w a s finished for m e before m y n a m e
w a s called. T h e accomplishment w a s n o t h i n g . T h e m e t i c u l o u s
maps, d r a w n i n three colors of ink, learning a n d spelling decasyll a b i c w o r d s , m e m o r i z i n g t h e w h o l e o f The Rape ofLucrece—it
was
for nothing. D o n l e a v y had exposed us.
W e were maids and farmers, handymen and washerwomen,
a n d a n y t h i n g higher that w easpired t ow a s farcical a n d presumptuous.
T h e n I w i s h e d that Gabriel Prosser a n d N a t T u r n e r h a d killed
all w h i t e f o l k s i n their beds a n d that A b r a h a m L i n c o l n h a d been
assassinated before the signing of the E m a n c i p a t i o n Proclamation,
and that Harriet T u b m a n had been killed b y that b l o w o n her
h e a d a n d C h r i s t o p h e r C o l u m b u s h a d d r o w n e d i n t h e Santa Maria.
It w a s a w f u l to be a N e g r o a n d h a v e n o c o n t r o l o v e r m y life. It
w a s b r u t a l to b ey o u n g a n d already trained t o sit q u i e t l y a n d listen t ocharges b r o u g h t against m y color w i t h n ochance o f defense. W e s h o u l d a l l be d e a d . I t h o u g h t I s h o u l d l i k e t o see u s a l l
dead, one o n top of the other. A p y r a m i d of flesh w i t h the w h i t e folks o n the b o t t o m , as the b r o a d base, t h e n the I n d i a n s w i t h their
silly t o m a h a w k s a n d teepees a n d w i g w a m s a n d treaties, t h e
84
Chapter 2
Education and Learning
Negroes w i t h their m o p s a n d recipes and cotton sacks a n d spirituals sticking o u t of their m o u t h s . T h e D u t c h children should all
s t u m b l e i n their w o o d e n shoes a n d break their necks. T h e F r e n c h
s h o u l d choke to death o n the L o u i s i a n a Purchase (1803) w h i l e silkw o r m s ate a ll the Chinese w i t h t h e i r s t u p i d pigtails. A s a species,
w e w e r e an abomination. A l l of us.
D o n l e a v y w a s r u n n i n g for election, and assured o u r parents
that if he w o n w e could count o n having the only colored paved
playing field i n that part of Arkansas. A l s o — h e never looked u p
to a c k n o w l e d g e the grunts of acceptance—also, w e w e r e b o u n d to
get s o m e n e w e q u i p m e n t f o r t h e h o m e economics b u i l d i n g a n d
the w o r k s h o p .
H e finished, and since there w a s no need to give a n y m o r e
than the most perfunctory thank-you's, he nodded to the m e n o n
the stage, a n d the tall w h i t e m a n w h o w a s never i n t r o d u c e d
joined h i m a tthe door. T h e y left w i t h the attitude that n o w they
w e r e off t os o m e t h i n g really i m p o r t a n t . (The g r a d u a t i o n ceremonies at Lafayette C o u n t y Training School had been a mere
preliminary.)
T h e ugliness they left w a s palpable. A n u n i n v i t e d guest w h o
w o u l d n ' t leave. The choir w a s s u m m o n e d and sang a m o d e r n
arrangement o f" O n w a r d , Christian Soldiers," w i t h n e w w o r d s
pertaining t ograduates seeking their place i n the w o r l d . But i t
d i d n ' t w o r k . Elouise, the daughter of the Baptist minister, recited
" I n v i c t u s , " a n d I c o u l d h a v e cried at the i m p e r t i n e n c e o f " I a m the
m a s t e r of m y fate, 1 a m the captain of m y soul."
M y n a m e h a d lost its r i n g o f familiarity a n d I had t o b e
n u d g e d to g o a n d receive m y d i p l o m a . A l l m y preparations h a d
fled. I neither marched u p to the stage like a conquering A m a z o n ,
n o r d i d I l o o k i n the audience for Bailey's n o d of a p p r o v a l . M a r guerite Johnson,^ 1heard the n a m e again, m y honors w e r e read,
there w e r e noises i n the audience of appreciation, a n d I took m y
p l a c e o n t h e s t a g e as r e h e a r s e d .
I t h o u g h t about colors I hated: ecru, puce, lavender, beige a n d
black.
^Maya Angelou was born Marguerite Johnson in 1928; married Tosh Angelou
(divorced 1952); took the name of Maya Angelou in her early twenties.
Graduation
Maya Angelou
85
There was shuffling and rustling around me, then H e n r y Reed
w a s g i v i n g his v a l e d i c t o r y address, " T o Be o r N o t to Be." H a d n ' t
h e h e a r d t h e w h i t e f o l k s ? W e c o u l d n ' t be, s o t h e q u e s t i o n w a s a
w a s t e of t i m e . H e n r y ' s voice c a m e o u t clear a n d strong. I feared t o
l o o k at h i m . H a d n ' t h e g o t t h e m e s s a g e ? T h e r e w a s n o " n o b l e r i n
the m i n d " for Negroes because the w o r l d didn't think w e had
m i n d s , a n d t h e y let us k n o w it. " O u t r a g e o u s f o r t u n e " ? N o w , that
w a s a joke. W h e n the c e r e m o n y w a s over I h a d to tell H e n r y Reed
s o m e things. T h a t is, i fI still cared. N o t " r u b , " H e n r y , "erase."
" A h , there's the erase." Us.
H e n r y h a d been a g o o d student i n elocution. H i s voice rose o n
tides o f promise a n d fell o n w a v e s o f w a r n i n g s . T h e English
teacher h a d helped h i m to create a s e r m o n w i n g i n g t h r o u g h H a m let's soliloquy. To b e a m a n , a doer, a builder, a leader, o rto b e a
tool, an u n f u n n y joke, a crusher of f u n k y toadstools. I marveled
that H e n r y could go t h r o u g h w i t h the speech as if w e h a d a choice.
1 had been listening and silently rebutting each sentence w i t h
m y eyes closed; t h e n there w a s a h u s h , w h i c h i n a n audience w a r n s
that something unplanned is happening. 1 looked u pand saw
H e n r y Reed, the conservative, the proper, the A student, t u r n his
b a c k to t h e audience a n d t u r n t o us (the p r o u d g r a d u a t i n g class o f
1940) a n d sing, n e a r l y speaking,
"Lift ev'ry voice and sing
^
Till earth and heaven ring
R i n g w i t h t h e h a r m o n i e s o f L i b e r t y . .."
It w a s the p o e m w r i t t e n b y James W e l d o n Johnson. It w a s the m u s i c c o m p o s e d b y J. R o s a m o n d J o h n s o n . I t w a s t h e N e g r o N a t i o n a l
A n t h e m . O u t of habit w e w e r e singing it.
O u r mothers a n d fathers stood i n the dark hall a n d joined the
h y m n o fencouragement. A kindergarten teacher led the small
children o n t o the stage a n d the buttercups a n d daisies a n d b u n n y
rabbits m a r k e d t i m e and tried to follow:
"Stony the road w e trod
Bitter the chastening rod
Felt i n the days w h e n hope, u n b o r n , h a d died.
Yet w i t h a steady beat
86
Chapter 2
Education and Learning
H a v e n o t o u r w e a r y feet
C o m e t o t h eplace for w h i c h o u r fathers
sighed?"
Each child 1k n e w h a dlearned that song w i t h his A B C ' s a n d
a l o n g w i t h "Jesus L o v e s M e T h i s 1K n o w . " B u tI personally h a d
never heard i t before. N e v e r heard t h ew o r d s , despite t h e t h o u sands oftimes I had sung them. Never thought they had anything
to d o w i t h m e .
O n the other hand, the w o r d s ofPatrick H e n r y had m a d e such
a n impression o nm e that I h a d been able to stretch myself tall a n d
t r e m b l i n g a n d say," I k n o w not w h a t course others m a y take, but
as for me, give m e liberty o r give m e death."
A n d n o w I heard, really for the first time:
" W e h a v e c o m e over a w a y that w i t h tears
has been watered.
W e have come, treading our path through
the blood o f the slaughtered."
W h i l e echoes o f t h e song shivered i n t h e air,H e n r y Reed
b o w e d h i shead, said " T h a n k y o u , " a n dreturned t o h i splace i n
t h e line. T h e tears that slipped d o w n m a n y faces w e r e n o t w i p e d
a w a y in shame.
W e w e r e o n t o pagain. A s always, again. W e survived. T h e
depths had been i c ya n d dark, but n o w a bright s u n spoke t o o u r
souls. I w a sn o longer s i m p l y a m e m b e r of t h ep r o u d g r a d u a t i n g
class o f 1940; 1 w a sa p r o u d m e m b e r o f the w o n d e r f u l , b e a u t i f u l
N e g r o race.
O h , Black k n o w n a n du n k n o w n poets, h o w o f t e n h a v e y o u r
auctioned pains sustained us?W h o will compute the o n l y nights
m a d e less l o n e l y b y y o u r songs, o r t h e e m p t y p o t s m a d e less
tragic b y y o u r tales?
If w ew e r e a p e o p l e m u c h g i v e n t o r e v e a l i n g secrets, w e m i g h t
raise m o n u m e n t s a n dsacrifice t o t h e m e m o r i e s o f o u r poets, b u t
slavery cured u s o f that weakness. Itm a y be enough, however, t o
h a v e i tsaid that w e s u r v i v e i n exact relationship t o the dedication
o f o u r poets (include preachers, musicians a n d blues singers).
1970
" I Just Wanna Be Average"
Mike Rose
87
"I Just W a n n a Be Average"
Mike Rose
Some people w h o manage t o write their w a y out o f the w o r k i n g
class describe t h ec l a s s r o o m as a n oasis o f possibility. I t b e c a m e
their intellectual playground, their competitive arena. G i v e n t h e
richness o fm y m e m o r i e s o fthis t i m e , i t ' sf u n n y h o w scant are
m y recollections o f school. 1r e m e m b e r t h ered brick b u i l d i n g o f
St. R e g i n a ' s itself, a n d t h e t o p o g r a p h y o f t h e p l a y g r o u n d : t h e
swings and basketball courts and peeling benches. There are i m ages o f a f e w students: E r w i n Petschaur, a m u s c u l a r G e r m a n b o y
w i t h a strong accent; D a v e Sanchez, w h o w a sg o o d i nm a t h ; a n d
Sheila Wilkes, everyone's curly-haired heartthrob. A n d there are
t w o n u n s : Sister M o n i c a , t h e third-grade teacher w i t h b e a u t i f u l
hands for w h o m I carried a candle and w h o , t o m ydismay, h a d
w e d d e d herself t o Christ; a n d Sister Beatrice, a w o m a n t r u l y
crazed, w h o w o u l d s w e e p i n t o class, eyes w i d e , t o tell u s a b o u t
the Apocalypse.
A l l the h o u r s i n class t e n d t o b l e n d iiito o n e l o n g , v a g u e stretch
of t i m e . W h a t I r e m e m b e r best, strangely e n o u g h , are t h e t w o
things I couldn't understand a n d over t h e years grew t o hate:
g r a m m a r lessons and mathematics. I w o u l d sitthere watching a
teacher d r a w h e rl o n g h o r i z o n t a l line a n d h e rshort, oblique lines
and break u psentences a n d p u t adjectives here a n d adverbs
there a n d just n o t get it, couldn't see t h ereason f o rit, t u r n e d o f f
to i t . 1 w o u l d h i d e b y s l u m p i n g d o w n i n m y seat a n d page
t h r o u g h m y reader, carried a l o n g b y t h e f l o w o f sentences i n a
story. S h e w o u l d test u s , a n d I w o u l d d r e a d t h a t , f o r I a l w a y s g o t
Cs a n d Ds. M a t h e m a t i c s w a s a bit different. F o r w h a t e v e r reasons,
I didn't learn early m a t h very w e H , so w h e n i tcame time for m o r e
complicated operations, I couldn't keep u p a n d started d a y d r e a m ing t o a v o i d m yinadequacy. T h i s w a s a strategy I w o u l d rely o n as
1 g r e w olden I fell further a n d further b e h i n d . A m e m o r y : T h e
teacher is faceless a n d s e e m s v e r y far away. T h e voice is faint a n d
is d i s c u s s i n g a n e q u a t i o n w r i t t e n o n the b o a r d . I t is r a i n i n g , a n d I
a m watching the streams o fwater f o r m patterns o nthe w i n d o w s .
McGraw-Hill Higher Education
A D i v i s i o n of T h e M c G r a w - H i l l
Contents
Companies
75 T H E M A T I C R E A D I N G S : A N A N T H O L O G Y
Published by M c G r a w - H i l l , a business unit of T h e M c G r a w - H i l l Companies, Inc., 1221
Avenue of the Americas, New York, N Y , 10020. Copyright © 2003 by T h e M c G r a w - H i l l
Companies, Inc. A l l rights reserved. No part of this publication may be reproduced or
distributed in any form or by any means, or stored in a database or retrieval system,
without the prior written consent of T h e M c G r a w - H i l l C o m p a n i e s , Inc., including, but
not limited to, in any network or other electronic storage or transmission, or broadcast for
Index of RhetoricalModes
Preface
xvii
xxv
distance learning.
Some ancillaries, including electronic and print components, may not be available to
Chapter 1
LANGUAGE A N D
COMMUNICATION
customers outside the United States.
This book is printed on acid-free paper,
7 8 9 0 DOC/DOC 0 9 8
I S B N - 1 3 : 978-0-07-246931-8
R i c h a r d R o d r i g u e z : "Aria"
I S B N - 1 0 : 0-07-246931-5
President of M c G r a w - H i l l Humanities/Social Sciences:
Executive editor:
Senior media producer:
Jean
Production supervisor:
G i n o Cieslik
Cover image:
©PhotoDisc
10/12
Compositor:
Printer:
Vaccaro
M a x i n e H o n g K i n g s t o n : "Tongue Tied"
R. S t a r r
Susanne
Riedell
'
'
'
'
——^
Palatino
Co.
Library of Congress Cataloging-in-Publication Data
15 thematic readings : an anthology / M c G r a w - H i l l ,
p. c m .
Includes index.
I S B N 0-07-246931-5 (softcover : acid-free paper)
I . College readers. 2. English l a n g u a g e - R h e t o r i c - P r o b l e m s , exercises, etc. 3.
Report writing-Problems, exercises, etc. 1 Title: Seventy-five thematic readings. I I .
M c G r a w - H i l l Companies.
"During the first silent year, I spoke to no one at school, did not
ask before going to the lavatory, and flunked kindergarten."
808'.0427-dc2l
2002071753
15
"For a people who are neither Spanish nor live in a country in
which Spanish is the first language; for a people who live in a
country in which English is the reigning tongue but who are
not Anglo; for people who cannot entirely identify with either
standard (formal, Castillian) Spanish nor standard English,
what recourse is left to them but to create their own
language?"
G l o r i a N a y l o r : "A Question of Language"
P E 1 4 1 7 . A I 3 20O3
hl(p://www.mhhe.com/commcentral
10
G l o r i a A n z a l d u a : "How to Tame a Wild Tongue"
G A C Indianapolis
R . R . D o n n e l l e y a n d Sons
3
"My m o t h e r ! My f a t h e r ! After English became my primary
language I no longer knew what words to use in addressing
my parents."
D a v i d S. P a t t e r s o n
Todd
Cover design:
Typeface:
Dehow
Victoria Fullard
Senior marketing manager:
Project manager:
Steve
Lisa Moore
Editorial coordinator:
1
22
"Words themselves are innocuous; it is the consensus that gives
them true power."
V