Teacher Man

A Memoir

Frank McCourt

• Publisher: Scribner
• Year: 2005
• ISBN:
  9780743282000
• Topic: Literature
• Subtopic: Literary Biographies
• Index: Literature

Nearly a decade ago Frank McCourt became an unlikely star when, at the age of sixty-six, he burst onto the literary scene with Angela's Ashes, the Pulitzer Prize -- winning memoir of his childhood in Limerick, Ireland. Then came 'Tis, his glorious account of his early years in New York.
Now, here at last, is McCourt's long-awaited book about how his thirty-year teaching career shaped his second act as a writer. Teacher Man is also an urgent tribute to teachers everywhere. In bold and spirited prose featuring his irreverent wit and heartbreaking honesty, McCourt records the trials, triumphs and surprises he faces in public high schools around New York City. His methods anything but conventional, McCourt creates a lasting impact on his students through imaginative assignments (he instructs one class to write "An Excuse Note from Adam or Eve to God"), singalongs (featuring recipe ingredients as lyrics), and field trips (imagine taking twenty-nine rowdy girls to a movie in Times Square!).
McCourt struggles to find his way in the classroom and spends his evenings drinking with writers and dreaming of one day putting his own story to paper. Teacher Man shows McCourt developing his unparalleled ability to tell a great story as, five days a week, five periods per day, he works to gain the attention and respect of unruly, hormonally charged or indifferent adolescents. McCourt's rocky marriage, his failed attempt to get a Ph.D. at Trinity College, Dublin, and his repeated firings due to his propensity to talk back to his superiors ironically lead him to New York's most prestigious school, Stuyvesant High School, where he finally finds a place and a voice. "Doggedness, " he says, is "not as glamorous as ambition or talent or intellect or charm, but still the one thing that got me through the days and nights."
For McCourt, storytelling itself is the source of salvation, and in Teacher Man the journey to redemption -- and literary fame -- is an exhilarating adventure.

Part I

It’s a Long Road
to Pedagogy

1

Here they come.

And I’m not ready.

How could I be?

I’m a new teacher and learning on the job.

• • •

On the first day of my teaching career, I was almost fired for eating the sandwich of a high school boy. On the second day I was almost fired for mentioning the possibility of friendship with a sheep. Otherwise, there was nothing remarkable about my thirty years in the high school classrooms of New York City. I often doubted if I should be there at all. At the end I wondered how I lasted that long.

• • •

It is March 1958. I sit at my desk in an empty classroom in McKee Vocational and Technical High School in the Borough of Staten Island, New York City. I toy with the implements of my new calling: five manila folders, one for each class; a clump of crumbling rubber bands; a block of brown wartime composition paper flecked with whatever went into the making of it; a worn blackboard eraser; a stack of white cards that I will insert row by row into slots in this tattered red Delaney book to help me remember the names of one hundred and sixty-odd boys and girls who will sit in rows every day in five different classes. On the cards I’ll record their attendance and tardiness and make little marks when boys and girls do bad things. I’m told I should keep a red pen to record the bad things, but the school hasn’t supplied one, and now I have to request it on a form or buy one in a shop because the red pen for the bad things is the teacher’s most powerful weapon. There are many things I will have to buy in a shop. In Eisenhower’s America there is prosperity but it does not trickle down to schools, especially to new teachers who need supplies for their classes. There is a note from an assistant principal in charge of administration reminding all teachers of the city’s financial plight and to please use these supplies sparingly. This morning I have to make decisions. In a minute the bell will ring. They’ll swarm in and what will they say if they see me at the desk? Hey, look. He’s hiding out. They are experts on teachers. Sitting at the desk means you’re scared or lazy. You’re using the desk as a barrier. Best thing is to get out there and stand. Face the music. Be a man. Make one mistake your first day and it takes months to recover.

The kids arriving are juniors, sixteen years old, eleven years in school from kindergarten to today. So, teachers come, teachers go, all kinds, old, young, tough, kind. Kids watch, scrutinize, judge. They know body language, tone of voice, demeanor in general. It’s not as if they sit around in toilets or cafeterias discussing these things. They just absorb it over eleven years, pass it on to coming generations. Watch out for Miss Boyd, they’ll say. Homework, man, homework, and she corrects it. Corrects it. She ain’t married so she’s got nothing else to do. Always try to get married teachers with kids. They don’t have time for sitting around with papers and books. If Miss Boyd got laid regular she wouldn’t give so much homework. She sits there at home with her cat listening to classical music, correcting our homework, bothering us. Not like some teachers. They give you a pile of homework, check it off, never even look at it. You could copy a page of the Bible and they’d write at the top, “Very nice.” Not Miss Boyd. She’s on to you right off. Excuse me, Charlie. Did you write this yourself? And you have to admit, no, you didn’t and now you’re up shit creek, man.

It’s a mistake to arrive early, gives you too much time to think of what you’re facing. Where did I get the nerve to think I could handle American teenagers? Ignorance. That’s where I got the nerve. It is the Eisenhower era and newspapers report the great unhappiness of American adolescents. These are the “Lost Children of the Lost Children of the Lost Generation.” Movies, musicals, books tell us of their unhappiness: Rebel Without a Cause, The Blackboard Jungle, West Side Story, The Catcher in the Rye. They make despairing speeches. Life is meaningless. All adults are phonies. What’s the use of living at all? They have nothing to look forward to, not even a war of their own where they can kill natives in distant places and march up ticker-tape Broadway with medals and limps for the girls to admire. No use complaining to their fathers, who just fought a war, or their mothers, who waited while the fathers fought. Fathers say, Oh, shaddup. Don’t bodder me. I got a pounda shrapnel up my ass an’ I don’t have time for you bitchin’ an’ moanin’ wid your belly full an’ your closet stuffed with clothes. F’Christ’s sakes, when I was your age I was out woikin’ in a junkyard before I went on the docks so I could send your sorry ass to school. Go squeeze your goddam pimples an’ lemme read my paper.

There’s so much teen unhappiness they form gangs and fight other gangs, not rumbles like the ones you see in movies with star-crossed romances and dramatic music in the background, but mean fights where they grunt and curse one another, where Italians, Blacks, Irish, Puerto Ricans attack with knives, chains, baseball bats in Central Park and Prospect Park and stain the grass with their blood, which is always red no matter where it came from. Then if there’s a killing there’s public outrage and accusations that if the schools and teachers were doing their jobs these terrible things wouldn’t happen. There are patriots who say, If these kids have the time and energy to be fighting one another why can’t we just ship them overseas to fight the goddam Communists and settle that problem for once and for all?

Vocational schools were seen by many as dumping grounds for students ill-equipped for academic high schools. That was snobbery. It didn’t matter to the public that thousands of young people wanted to be auto mechanics, beauticians, machinists, electricians, plumbers, carpenters. They didn’t want to be bothered with the Reformation, the War of 1812, Walt Whitman, art appreciation, the sex life of the fruit fly.

But, man, if we have to do it we’ll do it. We’ll sit in those classes that have nothing to do with our lives. We’ll work in our shops where we learn about the real world and we’ll try to be nice to the teachers and get outa here in four years. Whew!

• • •

Here they are. The door slams against the shelf that runs along the base of the blackboard, stirs a cloud of chalk dust. Entering a room is a big deal. Why couldn’t they simply walk into the room, say, Good morning, and sit? Oh, no. They have to push and jostle. One says, Hey, in a mock threatening way and another one says, Hey, right back. They insult one another, ignore the late bell, take their time sitting. That’s cool, baby. Look, there’s a new teacher up there and new teachers don’t know shit. So? Bell? Teacher? New guy. Who is he? Who cares? They talk to friends across the room, lounge in desks too small for them, stick out their legs, laugh if someone trips. They stare out the window, over my head at the American flag or the pictures taped to the walls by Miss Mudd, now retired, pictures of Emerson, Thoreau, Whitman, Emily Dickinson and—how did he get here?—Ernest Hemingway. It’s the Life magazine cover and that picture is everywhere. They gouge their initials on desk tops with penknives, declarations of love with hearts and arrows alongside the long-ago gougings of their fathers and brothers. Some old desks are gouged so deep you can see your knees through holes where hearts and names used to be. Couples sit together, hold hands, whisper and gaze into each other’s eyes while three boys against the back closets sing doowop, bass, baritone and high notes, man, snap fingers, tell the world they’re just teenagers in love.

Five times a day they push into the room. Five classes, thirty to thirty-five in each class. Teenagers? In Ireland we saw them in American movies, moody, surly, driving around in cars, and we wondered why they were moody and surly. They had food and clothes and money and still they were mean to their parents. There were no teenagers in Ireland, not in my world. You were a child. You went to school till you were fourteen. If you were mean to your parents they’d give you a good belt in the gob and send you flying across the room. You grew up, got a laboring job, got married, drank your pint on a Friday night, jumped on the wife that same night and kept her pregnant forever. In a few years you emigrated to England to work on the building sites or to enlist in His Majesty’s forces and fight for the Empire.

• • •

The problem of the sandwich started when a boy named Petey called out, Anyone wan’ a baloney sandwich?

You kiddin’? Your mom must hate you, givin’ you sandwiches like that.

Petey threw his brown-paper sandwich bag at the critic, Andy, and the class cheered. Fight, fight, they said. Fight, fight. The bag landed on the floor between the blackboard and Andy’s front-row desk.

I came from behind my desk and made the first sound of my teaching career: Hey. Four years of higher education at New York University and all I could think of was Hey.

I said it again. Hey.

They ignored me. They were busy promoting the fight that would kill time and divert me from any lesson I might be planning. I moved toward Petey and made my first teacher statement, Stop throwing sandwiches. Petey and the class looked startled. This teacher, new teacher, just stopped a good fight. New teachers are supposed to mind their own business or send for the principal or a dean and everyone knows it’s years before they come. Which means you can have a good fight while waiting. Besides, what are you gonna do with a teacher who tells you stop throwing sandwiches when you already threw the sandwich?

Benny called out from the back of the room. Hey, teach, he awredy threw the sangwidge. No use tellin’ him now don’t throw the sangwidge. They’s the sangwidge there on the floor.

The class laughed. There’s nothing sillier in the world than a teacher telling you don’t do it after you already did it. One boy covered his mouth and said, Stoopid, and I knew he was referring to me. I wanted to knock him out of his seat, but that would have been the end of my teaching career. Besides, the hand that covered his mouth was huge, and his desk was too small for his body.

Someone said, Yo, Benny, you a lawyer, man? and the class laughed again. Yeah, yeah, they said, and waited for my move. What will this new teacher do?

Professors of education at New York University never lectured on how to handle flying-sandwich situations. They talked about theories and philosophies of education, about moral and ethical imperatives, about the necessity of dealing with the whole child, the gestalt, if you don’t mind, the child’s felt needs, but never about critical moments in the classroom.

Should I say, Hey, Petey, get up here and pick up that sandwich, or else? Should I pick it up myself and throw it into the wastepaper basket to show my contempt for people who throw sandwiches while millions starve all over the world?

They had to recognize I was boss, that I was tough, that I’d take none of their shit.

The sandwich, in wax paper, lay halfway out of the bag and the aroma told me there was more to this than baloney. I picked it up and slid it from its wrapping. It was not any ordinary sandwich where meat is slapped between slices of tasteless white American bread. This bread was dark and thick, baked by an Italian mother in Brooklyn, bread firm enough to hold slices of a rich baloney, layered with slices of tomato, onions and peppers, drizzled with olive oil and charged with a tongue-dazzling relish.

I ate the sandwich.

It was my first act of classroom management. My mouth, clogged with sandwich, attracted the attention of the class. They gawked up at me, thirty-four boys and girls, average age sixteen. I could see the admiration in their eyes, first teacher in their lives to pick up a sandwich from the floor and eat it in full view. Sandwich man. In my boyhood in Ireland we admired one schoolmaster who peeled and ate an apple every day and rewarded good boys with the long peel. These kids watched the oil dribble down my chin to my two-dollar tie from Klein-on-the-Square.

Petey said, Yo, teacher, that’s my sandwich you et.

Class told him, Shaddap. Can’t you see the teacher is eating?

I licked my fingers. I said, Yum, made a ball of paper bag and wax paper and flipped it into the trash basket. The class cheered. Wow, they said, and Yo, baby, and M-a-a-a-n. Look at dat. He eats the sandwich. He hits the basket. Wow.

So this is teaching? Yeah, wow. I felt like a champion. I ate the sandwich. I hit the basket. I felt I could do anything with this class. I thought I had them in the palm of my hand. Fine, except I didn’t know what to do next. I was there to teach, and wondered how I should move from a sandwich situation to spelling or grammar or the structure of a paragraph or anything related to the subject I was supposed to teach, English.

My students smiled till they saw the principal’s face framed in the door window....