Posts tagged ‘Academics’

 

Public School 9, Brooklyn (Photo by calculat0r)

Public School 9, Brooklyn (Photo by calculat0r)

I had, as it happened, met one or two fellow fans before encountering the Science Fiction League.

One was a boy in my eighth-grade class in Public School 9 in Brooklyn. That was a close-knit class to begin with, because we were all united in a bond of common terror. Our teacher, Maude Mary Mahlman, was nine feet tall, ferocious of mien, and possessed of compound eyes, like a fly, so that even when she seemed to be looking at the blackboard or a student across the room, at least one facet was always and unwinkingly fixed on me.

She told us that herself, and I believed every word she said. For a time. Then my courage came back. By the end of the term, I had learned to look industrious when daydreaming, and I actually wrote a short science-fiction story, my very first, under her eyes on a drowsy May morning in English class. (The story had something to do with Atlantis. That’s all I remember, except that it was awful.)

In the same class, Owen Jordan sat nearby, and lived near my home. We would walk home together and sometimes stop off at his house or mine to play chess, and he was the one who tuned me in to the existence of the magazine I had not previously known existed, Astounding. The first issue he loaned me had a cover illustrating the story “Manape the Mighty,” and so naive (or despairing) was I that I read only that story and returned it to him before he pointed out that all the other stories in the issue were science fiction, too. But we lost touch shortly after that. We graduated from grammar school, and I went off to Brooklyn Tech.

There was no high school specializing in science fiction, which is what really interested me. There was not yet even a High School of Science, and perhaps that’s a pity, because I think I might have liked being a physicist or an astronomer. What there was, was Brooklyn Technical High School. It was said to give many courses in science, which I recognized as being some part of science fiction, and besides, it was an honor school, requiring a special examination for entrance, which appealed to my twelve-year-old snob soul.

Brooklyn Tech was a revolutionary concept in high schools, dedicated to the quick manufacture of technologists. In 1932, its own building was still under construction, and it was housed temporarily in a sprawl of out-of-date schools and one abandoned factory, at the Brooklyn end of the Manhattan Bridge, where the laboratories and workshops could be accommodated.

In my second term, my homeroom was in Annex 1, identified as Brooklyn PS 1 at the time it was built, probably around the time of the Civil War. (Or the Punic.) It was by all odds the dingiest structure I have ever spent much time in. The toilets were plugged and foul. Leaking pipes overhead left white nacre on the walls. The heating system was a mockery, and the time was February of 1933, cold as hell.

Fortunately, only a few of my classes were in Annex 1. In midmorning I shifted to Annex 5, a much newer, nicer school next to a playground, six or seven face-frozen blocks away. Then in the afternoon I had classes in the Main Building, the whilom factory, just on the other side of the constant truck rumble of Flatbush Avenue Extension.

After the first few days I noticed that I was dodging the trucks in the company of the same tall, skinny guy with glasses — he looked quite a lot like me, or actually quite a lot handsomer than me — and he turned out to be a science-fiction fan. His name was Joseph Harold Dockweiler, but he wasn’t terribly pleased with it, and a few years later he changed it to Dirk Wylie.

Dirk was the sort of best friend every young person should have. Our interests were similar, but not identical. We were much of the same age, and almost identically of the same stage of growth, so that we discovered the same things about the world at the same time: girls, smoking, drinking, reading, science fiction. If you mapped a schematic diagram of Dirk onto one of me, nearly all the points at the centers of our personalities would match exactly. Off to one side was my growing interest in politics and society, which Dirk found unexciting; off to another, his in weapons and cars, which I shared at most tepidly.

Dirk lived in Queens Village, an hour from Tech by subway and bus. Like me, he was an only child. Like me, he had no close ties with the kids next door. Like me, he had a tolerant home environment, willing to let him grow on his own. Like me, he had a Collection.

The possession of a Collection is one of the diagnostic signs of Fandom. Another is Trying to Write, and Dirk shared that symptom with me, too. We found out these things about each other within the first week after our meeting, after which there was no question that, at least until further notice, we two loners were going to be Best Friends. So we were. We stayed Best Friends. When we were old enough, we even married two girls who themselves were Best Friends, and were Best Men at each other’s weddings.

Although we were schoolmates, school was the least part of both our lives. There was much more education in the outside world. Partly it was because of Brooklyn Tech itself, a splendid school but not for us. It was necessary to declare a specialty at the end of the first year, so that at the age of thirteen I committed myself to a lifelong career as a chemical engineer, which was nonsense. (I uncommitted myself a few years later by dropping out of high school without graduating.)

Not all of it was unpleasant. There was a lot of how-to-do-it in the curriculum, and we found ourselves operating machine tools and casting molten iron into greensand cope-and-drag molds, and that was fun. Lab work in chemistry and physics was enjoyable, and the math courses were challenging, but the rest was a washout. Both Dirk and I were readers, and so it was our custom to read our textbooks all the way through in the first week of any term, and so the rest of the term was unendurable tedium.

But the excitement of the world outside never waned.

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Achilles Perry and the proud graduate

Achilles Perry, president of the Brooklyn Tech Alumni Association, and the proud graduate

Happens that I never graduated from high school, the reason being that I quit school as soon as I was old enough, which was 17. I had several reasons for doing that, but the one I prefer to give when asked that question is the one given by my friend John Brunner when he quit in England, at about the same age. That was, “I had to leave school, because it was interfering with my education.” (In case you wonder, I didn’t go to college, either. I did teach at several and lectured at scores if not hundreds of them, all the way from local community two-year schools to the Ivy League, in maybe a dozen different countries as well as our own, but I never attended one.)

My diploma

My diploma

Anyway, this summer, along comes a letter from a man named Jeffrey Haitkin, who is a successful businessman and an officer of the Brooklyn Technical High School Alumni Association. He states that he had been reading me since he himself was in Brooklyn Tech, but he had had no idea I had been to school there until he read the novel I co-wrote with Arthur Clarke, The Last Theorem, where it was mentioned. Jeffrey checked me out in the school archives to make sure I wasn’t some impostor falsely claiming an illustrious past, and then wrote this letter that said that he liked my novels, etc., etc., and it was a pity I hadn’t got a Tech diploma, etc., etc., and would I like them to give me one now?

I was flabbergasted. It was one of the kindest things that any total stranger had, without warning, ever stepped up and done for me. I showed the letter to Betty Anne and she was as touched as I was. So I wrote him to say I would be honored to accept and so on August 20, Jeff Haitkin, with Achilles Perry, the president of the Alumni Association, and Ned Steele, their volunteer press person, flew out from EWR to ORD and wound up in the library of my home, where the presentation was made before their cameras and one from the New York Times.

And I couldn’t be more pleased.

I do have one problem, though. I remember matchbook ads for a correspondence school, back in the days when people still carried matchbooks, which promised that people who got a high-school diploma would get $25 more a week. The problem is I don’t know whom to bill.

 
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Reality-Testing Response from Fred’s Wife, the Aforementioned College Professor

Elizabeth Anne Hull. Photo by Barb Knoff.

Elizabeth Anne Hull

Just a quick note to set the record straight. Although it’s a right-wing talking point that usually goes unchallenged, the teachers’ unions (as organizations) are not huge financial contributors to political campaigns. The amount of money they do give is relatively insignificant compared to a corporation like, say, ExxonMobil, the first one that pops into my mind, but there are hundreds more. Or compared to individuals like T. Boone Pickens and his ilk.

What the teachers’ unions can and do contribute are very powerful endorsements. Because people in general respect the integrity and wisdom of teachers, their vision of what is appropriate and who is worthy of endorsement, such endorsements are sought after by both Democrats and Republicans alike. The teachers’ unions’ endorsements are never based on single issues, always weighing individual candidates on their whole positions, with no single issue as a deal-breaker one way or the other. When opposing candidates are judged roughly equal in merit or equally undeserving, the unions will refuse to make any endorsement and let their members decide for themselves to solve the dilemma.

Moreover, many of the individual teachers will volunteer to work for candidates that their unions have endorsed. They can be counted on to work the computers, walk the precincts, staff the phone banks, prepare mailings, and do the other grunt work of a political campaign, all for no pay.

1996 Hull campaign buttonWhen I ran for Congress in 1996, I had a dozen unpaid but highly-educated workers, most with master’s degrees and doctorates, stuffing envelopes and leafleting from door to door in each precinct. They did it because they knew me personally and had faith in me as a credible candidate who would use her best judgment in Washington. They weren’t expecting me to get them a raise or increase their benefit package. I was also recognized all over my college’s campus, by the security people, the custodians, librarians, tech support, and others who asked me to win. (These people also did contribute some money to my campaign, but usually not amounts greater than $250 a person — $10 and $25 contributions are closer to the norm.)

After a weary day (or sometimes evening) in the classroom and more time spent on marking papers and preparing classes, many teachers — at all levels — devote more additional hours to what they see as their civic duty to see that the best candidates are elected. Remember: they could be giving those hours to coaching a team (usually for extra pay — which nearly all teachers need because remuneration for teaching is seldom commensurate with the amount of education and temperament required for teaching certification — teachers’ motivation for choosing to teach is not primarily for money, but that’s another topic), or selling shoes at the mall (again for the money, not because they have a fetish for the odor of feet), or selling real estate (same reason), etc. Or they could just be having a brewski with their pals, or tossing a ball with their kids, or playing bingo, or watching TV, or attending a concert — there’s an endless list of other activities teachers could be engaged in when they aren’t teaching or engaged in the political process.

Teachers ... courtesy oldamericancentury.orgSo I take exception to my union’s being linked by my husband with an organization like the National Rifle Association. I admit, their members are primarily not lobbying for financial gain either, but I also do not believe that the majority of people who are card-carrying members of that organization are as fanatic as their leadership in defending the right of anyone to bear automatic assault weapons. Many of their members are simply hunters or collectors who want to join an organization which is supposed to defend their right to own rifles and shotguns.

Whereas I believe the overwhelming majority of the members of the various teachers’ unions agree with their endorsement of political candidates — in other words, the unions can deliver the votes, which is what makes them feared by those who do not receive their endorsements.

      — Elizabeth Anne Hull, Professor Emerita, William Rainey Harper College