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#29 — Divided Intents

Monday 18 March 2013

I’m certain that somewhere, in all the notebooks she kept, Simone Weil wrote something applicable to today, something that I could pair with the pictures of the Boy and the Girl playing on the kitchen floor, the Girl pretending to teach E how to bake.

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Perhaps she wrote something about the importance of play, the relationship of siblings, or something equally profound. She does seem only to write about profundity in the journal excerpts collected in Gravity and Grace. With a title like that, though, one could hardly expect much frivolity. And considering her biography, it’s hardly surprising.

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Still, it would have been convenient to look at the topical index and find “Play” instead of just topics like “Evil” and “Illusions” and “Self-Effacement.” How can I find any suitable quote from such topics to go along with the day’s pictures?

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Perhaps if she’d had kids…

#28 — Chance and Good

Saturday 16 March 2013

Beauty is the harmony of chance and the good.

The element of chance in our lives would probably overwhelm us if we knew its extent. A decision not to go with a newly-founded school’s students on a field trip to the Baltic might lead to a chance invitation to a bar where one meets a new friend. A chance meeting of one’s student with the friend’s neighbor might get you both invited to an eventual wedding, where one suddenly discovers that the friend is really someone more wonderful than one imagined.

And from that string of chance — or is it more? — comes good. And so beauty.

A chance walk on an uncommonly warm February day might lead to a meeting that leads to a dear friend.

#27 — Monotony of Evil

Friday 15 March 2013

Monotony comes in many forms.

Monotony of evil: never anything new, everything about it is equivalent. Never anything real, everything about it is imaginary.

It is because of this monotony that quantity plays so great a part. A host of women (Don Juan) or of men (Celimene), etc. One is condemned to false infinity. That is hell itself.

This is becoming one of those forms.

#26 — Eternity

Thursday 14 March 2013

Stars and blossoming fruit trees: Utter permanence and extreme fragility give an equal sense of eternity.

How can utter fragility provide a sense of eternity? I’ve sat and thought about that for a while, and it seems one of those things that I understand intuitively but am unable to put into words. The fact that it could pass out of existence at any moment fixes it firmly to that moment, but eternity doesn’t seem to be about moments — it appears to be the opposite, in fact. Yet the usual way of thinking of eternity is to imagine it as infinite moments, one after another, in a never-beginning, never-ending line. Indeed, a line in the strictest geometrical definition. That’s the paradox of eternity: it’s every moment in a never-ending moment.

It is a succession of spring blossoms under an unchanging blanket of constellations.

#25 — Conditioned Choices

Wednesday 13 March 2013

Man is a slave in so far as, between action and its effect, between effort and the finished work, there is the interference of alien wills.

Dear Terrence,

I’ve heard that a reputation is permanent, that once you teach people how to treat you — and we do teach others how to treat us — people will always treat you that way. Once people come to expect behavior x from you, they will always expect behavior x.

In my own educational experience, this certainly rang true. I had a good reputation; I was trusted among my teachers; I made sure I rarely got in trouble. As a consequence, I could easily ask to go to the restroom and roam the halls for a little if I so chose. And every now and then, I did so choose. When confronted by a teacher, I could simply make up a quick convincing story and move on. No one ever asked me for a pass because no one ever suspected I was up to no good, even when I was. My reputation saved me, and I used that to my advantage — especially during my senior year in high school, when my best friend and I sneaked off campus almost every day during lunch.

You, though, have the opposite problem. Even when you’re trying to do the right thing, you’ve taught most everyone — teachers and administrators — to doubt your sincerity, to suspect you’re up to no good. Quite frankly, you often were at the beginning of the year.

So now you find yourself in this dilemma: you’re at risk of receiving an administrative referral for something that, even if you did it, probably doesn’t really deserve that level of action, especially if, as you say, one more referral will get you expelled. But because of your reputation, there’s little you can say or do to talk your way into a less serious consequence.

You planted seeds that are now beginning to sprout even though you’re trying to prevent it. But the seeds are there; your reputation is set. No matter what you do, you’ll receive the short end because you’ve lost the trust of those around you. In fact, those seeds — your reputation — have taken such firm root that a teacher could lie about some encounter with you, could say you cursed her and walked away with a huff, and even if it’s all a fabrication, the administration would believe the teacher. Why? Because it sounds like something you would do. Let’s be frank: it sounds like something you’ve already done, several times.

So what can you do about it? The truth, at this stage in the school year, at this stage in your middle school career, is simple: not a whole lot. If you kick a dog every time you walk into the room, pretty soon that dog will get up and leave the room every time you enter; if you habitually deal with your frustrations in negative, disruptive, destructive ways, those around you will come to expect that from every counter, and their support for you walk get up and walk out with the hypothetical dog.

All that being said, there is some good news: you’ll be going to high school next year. (Let’s be honest: having already failed one grade, you’re not at risk of being retained even if you fail every single subject, which you currently are.) At high school, you get to start over. You get the great academic reset. All counters are returned to zero. Your reputation is a blank canvas upon which people will begin to paint their expectations of your behavior as you begin to teach them what to expect. In other words, you have a chance to start over and put it all behind you.

I hope at the very least you take that opportunity seriously.

Concerned as always,
Your Teacher in Room 302

#24 — Time and Incarnation

Tuesday 12 March 2013

There is always a relationship with time to be taken into account. We must get rid of the illusion of possessing time. We must become incarnate.

The desire to possess time and the realization that it’s an utter impossibility is one of the marks of the transition to adulthood we all go through. It was a troubling time for me, as it is for most, because it means, on some level, the relinquishing of the idea of eternal youth. Perhaps that’s what the acceptance of one’s on mortality is about in some way.

It’s just this desire to possess time that Adam Duritz sings about in “A Long December,” a song that haunted me as I thought about things past that would never return.

And it’s been a long December and there’s reason to believe
Maybe this year will be better than the last
I can’t remember all the times I tried to tell myself
To hold on to these moments as they pass

We can’t hold on to these or any other moments, and the continual effort to do so would only be a sign that we’re not maturing, emotionally or spiritually.

#23 — Creation

Monday 11 March 2013

Creation: good broken up into pieces and scattered throughout evil.

Some days, I hate my job. That’s nothing new, I guess, but some days, working with over a hundred eighth-graders and dealing with all their hormone-driven nonsense, feeling that the evil — for lack of a better term, though it is hyperbolic — vastly outweighs the good, pondering whether teaching is not “good broken up into pieces and scattered throughout evil,” I want to stand up and say something like this:

I don’t care. I don’t care who called you a name. I don’t care who’s tapping a pencil and bothering you. I don’t care if you left your pencil in your last class. I don’t care if you didn’t have a pencil to begin with. I don’t care if you think last night’s baseball game was great. I don’t care if you’ve lost your book. I don’t care if you like someone. I don’t care if someone teased you about your haircut. I don’t care if you forgot to do your homework. I don’t care if you left your book at home. I don’t care if you don’t like someone. I don’t care if someone beside you passed gas. I don’t care who’s spreading rumors about you. I don’t care if the person seated behind you is tapping your desk with her foot. I don’t care if someone told you shut up. I don’t care if you’ll forget what you were going to say if you don’t say it now, to someone seated on the other side of the room. I don’t care if someone made a comment about your shoes. I don’t care if someone threatened to pour milk on your head. I don’t care if you wanted to talk to him. I don’t care if you don’t want to work with him or with her. I don’t care if someone made a joke about your grades. I don’t care if you needed some attention and so continually cut up in class. I don’t care if someone threw your book in the garbage on the way out. I don’t care about any of your childish, kindergarten problems.

All of these statements have been true. Sometimes many of them have been true at the same moment; at other times, only a handful. Usually, the moment passes and I remember that I do care. Of course, some of these things are so trivial that my concern matches their triviality, but I think you’re still too young to understand that fully. Still, the moment most of them become true most of the time or, heaven forbid, all of them are true all of the time will be the moment I realize I must leave teaching.

I thought for a moment this afternoon that that was the case.

#21 — Filling and Creating Emptiness

Friday 8 March 2013

To harm a person is to receive something from him. […] We have gained in importance. We have expanded. We have filled an emptiness by creating one in somebody else (50).

Perhaps the best example of filling an emptiness by creating one in another is bullying. Working at a middle school, I’m witness to many major and minor instances of bullying on a daily basis, and it seems to be getting only worse. Statisticians tell us that’s definitely the case, but even if they weren’t providing empirical evidence, I get enough anecdotal evidence daily to make a strong case.

As a teacher, I find I have to walk a thin line. On the one hand, we’ve seen the headlines of recent years, this or that tragic suicide traced back to prolonged bullying, actions that have created situations in which some people feel suicide is the only alternative. Bullying, then, is literally a deadly serious, and as the authority figure in the room or hallways, I have a responsibility to put an end to it when I encounter it. Yet most bullying today is not like the bullying I occasionally encountered. Today’s bullying, ban and large, is verbal. Indeed, there is a whole category of bullying that could be only mental: cyber bullying. In other words, a lot of bullying is of the type “Sticks and stones will break my bones but words will never hurt me.” Yet the truth is, words do hurt. Still, we need resilient, self-assured kids who can take care of themselves and who know how to avoid internalizing the stupid little comments they hear and will hear, in one form or another, throughout life, so I don’t want to help kids become dependent on me — or anyone else — to swoop in and save the day every single time says something mean and bullying.

And so when I do encounter something that I judge to be relatively minor but still behavior that could be considered “bullying,” I try to strike a balance. I deal with the individual who said the hateful words, but I spend more time talking to the person to whom he or she directed the words. (That was a long way to get around saying “victim.” It was a conscious choice.) I tell her that there are individuals who only feel good about themselves when making others feel bad. To quote Weil, these individuals have “gained in importance,” but only in their own mind.

#20 — Evil as Remedy

Thursday 7 March 2013

We must accept the evil done to us as a remedy for that which we have done.

“That’s not fair!”

As a teacher who works with fourteen-year-olds — that strange beast that has a hyperactive, hyper-sensitive notion of justice and fairness — I hear those words all the time. Yet to be honest, we all react that way at some point or another, and sometimes it really isn’t fair.

Yet more often than we’d like to think, we’ve probably been on the dealing end of injustice (or its petty cousin unfairness). Weil suggests that we must accept one as payment for the other.

Injustice as justice — the ultimate paradox.

#19 — Refusal

Wednesday 6 March 2013

Weil writes,

God gave me being in order that I should give it back to him. It is like one of those traps whereby the characters are tested in fairy stories and tales of initiation. If I accept this gift, it is bad and fatal; its virtue becomes apparent through my refusal of it. God allows me to exist outside himself. It is for me to refuse this authorization.

It’s not something I pretend to understand. Even with a conversion to Catholicism and resulting reading and studying, the whole reason for a deity to create anything confuses me. If God is perfect, why create anything? What does that provide a perfect being that said being doesn’t already possess?