Tag Archives: schools

“Volunteers of America*: Organizing for McGovern,” by Karl Kasca

29 Sep

karl-todayKarl Kasca is a former web entrepreneur who also taught Social Media and New Media Marketing at UCLA Extension. He was a popular speaker in the U.S. and internationally on ‘The Power of Social Media’ and ‘How to Know Anything at Anytime’.

Previously he had an information research business focusing on market research, competitive intelligence, due diligence, and information for businesses and attorneys to make decisions and act on. Prior to this he was an internal auditor and fraud examiner for a Fortune 500 company. Also he taught algebra, pre-algebra, and basic math. Karl is currently retired and living happily—and peacefully—in Pasadena, California.

 

I was in Napa High School in 1971-72 when I volunteered for George McGovern’s campaign for presidency against Nixon. Even back in junior high school, we students were aware of student protests, the Civil Rights Movement, the Free Speech Movement, and other unrest. I and many other students were peace-loving, against the Vietnam War, and also of draft age. Therefore, McGovern appealed to us.

If you look at it from today’s perspective, you might call us “self-serving,” campaigning for McGovern only because we wanted to avoid the draft. However, there was so much more to it than that. We supported the troops but passionately hated the war. We were also influenced by “make love, not war,” the San Francisco State College (now University) student strike, and college president S.I. Hiyakawa1, who tried so hard to squash it.

We had just gotten the 18-year-old vote, so this was to be our first election. We went door to door campaigning for McGovernkarl-kasca-asb-officers_napa-high-school_napanee-yearbook_1972. I had a junior high school teacher who had campaigned for JFK. He told a story of going door to door and talking to a lady who asked for a photo of the presidential candidate to put in a picture frame on her mantel. “Yes,” she said, studying the photo, “that looks like a president. I’ll vote for him.” Unfortunately, I didn’t have any memorable canvassing experiences like that, but I wish I had.

Napa was fairly rural and simple, like a sleepy little Italian town, with fragrance of night air and sky full of stars. There was little pollution except in winter when used tires were burned in the smudge pots, causing an ugly brown layer of smog above the lovely green hills, making us aware of the environment. The wine-tasting craze hadn’t hit yet, but after it did around the mid-1970’s, the valley became much more shi-shi and upscale.

In fact, before the wine craze, Napa was probably more well known for Napa State Hospital, which was thought of as a mental institution. I volunteered there by playing my accordion in the drug rehabilitation unit. After finishing playing for a long time, one young woman came up to me and said, “Wow, Man, what a far-out guitar!”

We went to McGovern rallies and to a wine-tasting event in a Yountville winery (north of Napa), where we met his daughter, who was a featured speaker. We were joyful and ebullient about McGovern. His main plank was anti-war.

The first Earth Day happened around then, too. The environment concerned us. We were into ecology and the Green movement; we volunteered at the recycling center. We believed in the slogan: “Think globally, act locally.”

We read the book The Soft Revolution: A Student Handbook for Turning Schools Around (1971) by Neil Postman,2 and the teacher version called, Teaching as a Subversive Activity (1969). We felt empowered by the influential ideas in these books. We even asked some of our “coolest” teachers to read and implement the suggestions in the teacher’s book.

The senior class before us wanted to make things better for the students at our high school. They came up with a platform—sort of the ‘70s version of what Bernie Sanders stands for (ecological and specific to U.S. life). For example, we called for a free zone on our high school campus for smokers where they could smoke cigarettes without being suspended. This seems counter-intuitive now, given what we know the dangers of smoking, but at that time it was something that a certain percentage of the student body wanted.

When these seniors graduated, they passed the torch to us to implement their platform. Like The Torch Is Passed about JFK’s death, and passing a legacy of goals, but leaving the heavy lifting to us. Using this platform, one of my female classmates and I launched “The Party” and began the process of working for change.

Students were divided into a number of groups, such as: The Cliques, The Hards (think of Fonzie in Happy Days), the Welders, etc. Our group, The Party, was probably more nerd-like than anything else. I ran for president of the student body on The Party ticket and lost.

There was a walkway across campus that we called Route 66, which passed by a giant billboard-sized wall in the middle of our school of 3,300 students. The billboard was meant for student graffiti. Anyone could post anything. The administration hated it. The re-painting of the wall incurred more expense for them. They asked the custodians to paint over the graffiti every day. Then the students would spray/paint graffiti again. On and on. The administration blamed us since we were instrumental in having it built in the first place. But we thought that student expression was paramount and that the re-painting was a small price to pay for exercising one’s first amendment rights to free speech.

We started a movement for a counter-graduation. We thought of a way to cancel the traditional graduation ceremony: wekarl-kasca_capfull-gown_napa_1972 would tip off the fire department about how flammable the light plastic graduation gowns were. The fire department came and burned a graduation gown and determined that it was indeed flammable but no more so than the inner lining of a man’s suit coat, and therefore, not dangerous. So while our prank worked to some extent, it wasn’t enough to thwart the traditional graduation ceremony. If the alternative graduation had come off, it would have shunned tradition yet honored the students in non-traditional ways. In any case, it fizzled and we graduated—traditionally. We were admitted karl-kasca_capgown_napa_1972to college, so everything ended up OK in our eyes.

 

 

 

We read Mao’s The Little Red Book and Marx/Engels’ The Communist Manifesto. I remember my dad seeing those books and saying, “You can read that stuff but don’t leave it lying around where people can see it.”

We read and read and read…anything we could get our hands on. The more diverse or different the better. Like Confessions of an English Opium-Eater just because it sounded so weird. And Candide by Voltaire because it was French and philosophical-ish. From Dr. Pangloss in Candide we learned that “this is the best of all possible worlds,” and that was really saying something considering that he’d lost an eye and an ear to syphilis. Given that, we knew we lived in an amazing world too…but one which could be improved.

Our high school was mostly white. Nothing much ever happened there outside the typical high school activities, certainly nothing even remotely bordering on radical. It seemed very Happy Days-esque at that time. We complained about our town’s (Napa’s) complacency, being stuck in the status quo, and called the apathetic condition ‘Napathy.’

Many of the secondary students in our town were part of Napa’s “Model United Nations” (MUN) on campus. I’m not sure who founded the MUN in Napa, but every secondary school had an advisor and many students whkarl-kasca-mun-officers_napa-high-school_napanee-yearbook_1972o actively participated in it. I was President of the General Assembly in my Senior year. We had 300 delegates from high school and junior high school, representing various countries. Students wore “their” country’s national dress and tried to pass resolutions. We were hopeful that through a legislative process and through people working together that meaningful change could be effected. This was pre-“globalism.” We thought conflict could be solved through peaceful means. Of course, the John Birch Society was still in existence then. They called the United Nations a Communist organization. But nevertheless, we saw the possibility of a peaceful future for “mankind.”

After volunteering on McGovern’s campaign, I was deeply saddened when I got to U.C. Berkeley and discoveredkarl-kasca_uc-berkeley-sather-gate_san-francisco-chronicle_10-11-1973 Nixon posters everywhere in my dorm complex. This was the first year after the last year of tear gas at Berkeley at the end of the free speech movement (FSM). Apparently there were a lot of Berkeley students from Southern California, where Nixon was favored. Also I was living in the engineering/science dorm, and these students must have been more conservative than those in the liberal arts dorms. But this experience taught me something—things aren’t always what they seem initially (or on the surface), and nothing can be taken for granted—even in an allegedly “liberal” campus like Berkeley!

I voted in my first election with great pride and am still proud of that vote. We all believed that this love of brothers and sisters would spread around the world.

I couldn’t believe it when Nixon won by a huge number of votes. I had tried to convince my dad, whom my high school friends all secretly nicknamed “Arch” after Archie Bunker of All in the Family, to vote for McGovern, and we argued daily about it. I had no success with him. However, after the election was over he admitted to me that he’d voted for McGovern. I was shocked. Apparently he’d been leaning for McGovern the entire time; he’d just wanted me to learn how to justify and argue for my positions. Ironically, I had to wait until after the election to find out that I had been able to convince at least one person to vote for my candidate. Luckily this wasn’t as difficult when volunteering for Bernie, as several people I talked to told me that they’d vote for him. So I guess my Dad’s apparent stubbornness (orneriness?) had worked and I learned something after all.

The draft lottery was now in place. Vietnam seemed like certain death to me. There were body counts in the nightly news and much commentary about the war. We prayed for high lottery numbers. I heard that if drafted I’d go to the front since I was colorblind, and it was thought that colorblind people could see through camouflage. And actually there might be something to this: Do coulor-blind people see through certain kinds of camouflage? Also I was an Eagle Scout and rumor had it that they were more likely to be tapped as officers. This would have been bad news since more U.S. officers than enlisted men were killed in Vietnam.

Since I didn’t want to be in front of a platoon on land, I decided to apply for the Navy since they were probably ‘safer’ at sea. I thought I could beat the test, but I failed because of my colorblindness. I got a letter to that effect, and it said, “But don’t worry, you can join the Marines.” But that was even more certain death to me, since they go first into situations, and I thought I’d be in front. Years later my dad told me he would have sent me to Canada if I’d been drafted. As it ended up, my Dad was always for me and my interests, I just never knew it at the time while everything was going on. When I was an older adult, I was asked to teach at UCLA Extension. My dad asked me, “Can you do that?” And my answer was, “Yes, I can do that!” But again, I think he was challenging me to give it my best and do a good job, which I did. And I’m sure that he supported my teaching and professional speaking, but unfortunately he died before he could let me know that one last time.

In later years I turned my search towards inner peace through meditation. This seemed like a way to help others as well as myself—and perhaps generate more “outer” peace in our country and in the world too. After all, if the flapping of a butterfly’s wings in Brazil can set off a tornado in Texas (a la “The Butterfly Effect”), then perhaps inner peace can influence outer peace the same way. Yeah, it could happen!

And so it went until Bernie Sanders ran for President, and then I felt that political action was also imperative to assure that we’d have a candidate with a success plan for America.

 

* Volunteers by Jefferson Airplane. This iconic group and their song Volunteers gives the flavor of the era and is definitely worth a listen and a look at the powerful images from that time.
https://www.youtube.com/watch?v=SboRijhWFDU

  1. “S. I. Hayakawa became president of San Francisco State College (now called San Francisco State University) during the turbulent period of 1968 to 1973, while Ronald Reagan was governor of California and Joseph Alioto was mayor of San Francisco. In 1968–69, there was a bitter student and Black Panthers strike at San Francisco State University in order to establish an ethnic studies program. It was a major news event at the time and chapter in the radical history of the United States and the Bay Area. The strike was led by the Third World Liberation Front supported by Students for a Democratic Society, the Black Panthers and the countercultural community.

“It proposed fifteen “non-negotiable demands”, including a Black Studies department chaired by sociologist Nathan Hare independent of the university administration and open admission to all black students to “put an end to racism”, and the unconditional, immediate end to the War in Vietnam and the university’s involvement. It was threatened that if these demands were not immediately and completely satisfied the entire campus was to be forcibly shut down.[3] Hayakawa became popular with conservative voters in this period after he pulled the wires out from the loud speakers on a protesters’ van at an outdoor rally.[4][5][6] Hayakawa relented on December 6, 1968, and created the first-in-the-nation College of Ethnic Studies.”  (Wikipedia, “S. I. Hayakawa,”  https://en.wikipedia.org/wiki/S._I._Hayakawa#Student_strike_at_San_Francisco_State_University)

 

  1. “This is a postgraduate primer for their 1969 Teaching as a Subversive Activity — a book of alternatives to help promote a revolution without violence since “”violence changes the subject”” and is counterproductive. The alternatives consist of “”advice, maxims, homilies, metaphors, models, case studies, rules, commentaries, jokes, sayings and a variety of other things”” such as a certain amount of flak. All of it is designed to help students (school or college) achieve a non-coercive, non-regulated kind of education and the college is at one point equated with the public library where you can go to find out what you want to know. The authors are iconoclasts, albeit peaceful ones, and there are many kinds of recommendations (often taken from what has been done all over the country) on how to achieve a more fluid system.” (Kirkus Reviews, https://www.kirkusreviews.com/book-reviews/neil-charles-weingartner-postman-2/the-soft-revolution/)
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Another Bozo on the Bus, by R.F. Part 1 of 4

31 Dec

R.F. lives in L.A. with a deaf, but talkative, elderly female cat. He is retired, meditates daily, practices tai chi and yoga, and loves his friends (including Kitty Kroger).

Part 1 of 4

I was born in Cleveland, Ohio, USA, in August of 1948. I would have had a different life if my parents had raised me there rather than in Los Angeles, California, where we moved when I was five. I’m grateful that I was raised in “the Land of Golden Opportunity,” as my father liked to call it, because when I was growing up in L.A. there was a palpable sense that virtually anything was possible. This, in turn, produced an openness to the idea that you could re-invent yourself, which I’ve been wont to do a few times in my life. In addition, an open cultural climate fostered general support for social justice and tolerance for the differences between people.

Despite those advantages, the detailed and true tale I tell here is of a person who struggled to overcome bio-chemical and family-of-origin issues for decades. All of the following events actually happened, and I describe them, to the best of my ability, as I remember them. I am now living a content, fully functional life, but as you will see I almost didn’t make it.

Some Background

From kindergarten on, I had demonstrated artistic ability, which my dad discouraged unless I drew “technical” things like airplanes. “If you try to be an artist, you’ll starve and wind up being a soda jerk.” (Decades later I painted some watercolors and acrylics which were well received. I do plan to start painting again, by the way, for my own pleasure). I was also good at taking things apart and putting them back together, sometimes better than they were to begin with. Starting in Grade 7, I got straight As in all the shop classes the school had. Nevertheless, my dad repeatedly told me that I should plan to go to UCLA to study engineering. “Engineers are getting all the good jobs.” The space race, nuclear power plants, and nuclear bomb delivery systems, along with other cold-war military hardware, were all being heavily budgeted. Clearly he had a point. Besides, he worked for companies such as Litton Industries, and his income had enabled our small family to become solidly middle class. I came to believe that becoming an engineer was my destiny, although I had only a vague idea of what that meant. Dad never told me what exactly he did at work. I suspect that had less to do with national security (Soviet spies were supposed to be everywhere you know) than with vanity, the concern that his son would think less of him if he revealed that he was merely a cog in the military-industrial machine.

By the age of nine, I was aware of civil rights because my father talked about social causes and the liberal agenda of the time. I remember intervening when I saw two white boys calling a black boy (they were all about nine, too) the n-word and threatening to beat him up. I told them that he was a human being just like them and to leave him alone. They looked surprised and left. Thanks to my dad.

My father often spoke about the great historical figures, with whom he was obviously impressed. I acquired my love of history from him, and I’m grateful for that too.

Beginning in Grade 5, I chased high grades. That’s what all perfect sons are supposed to do, right? (I was reminded almost daily that I was expected to be perfect). Perhaps that explains why in the latter part of junior high I elected to take all the “right” college-prep courses and made “Scholarship” in Grade 9.

In the early sixties, mainframe IBM computers began to get media attention (Model 7040, for example). Dad tried repeatedly to instill in me an interest in the emerging digital technology. He seemed to be in awe of what could be done with zeros and ones. The implication was that this “new” digital numbering system was superior to the one I was using at school every day. I totally didn’t get it. To this day, I’m somewhat intimidated by the electronic magic (with all of its 1s and 0s) that goes on inside my laptop.

When comparing me with my dad, people would say that I was “a chip off the old block.” It puzzled me. In actuality, we were so different and never really understood each other. The scary reality, which my father only spoke obliquely about, was that I was more like my Uncle Jack, the troubled sibling of my dad’s generation–the only one of the three brothers who would spend time in prison.

All the talk about getting good grades, going to a big-name college like UCLA, and someday getting a great job meant nothing to me. Whatever I achieved was an attempt to win my parents’ approval by fulfilling their expectations–until I played H.S. football, as explained below.  As the only child of upwardly mobile, materialistic parents, I was showered with toys, most of which I didn’t want and had no use for. I usually felt shame, not joy, when I received these things. I believed I didn’t deserve them because I wasn’t perfect.

By the age of twelve I was aware of the emptiness of the middle-class lifestyle and the sham of the pursuit of the American Dream. I was unhappy with being me, and no amount of potential status in society could change that. I became cynical about what I perceived to be the hypocrisy, especially the seemingly pasted-on religious values, of the adults around me. These people were clearly not living by Jesus’ teachings that I’d been taught as a child in Sunday School. Looking back, I think that the mindless pursuit of materialism in the fifties and its inherent competitiveness by my parents’ generation produced these same sorts of reactions in a significant portion of my peer group, and that this disillusionment necessarily led to much of the radicalism that emerged in the sixties and that still resonates today.

High School: Football Plus Missed Opportunities

My feeling about high school, which I entered in 1963, was that it wasn’t worth a damn. It just seemed to be a social game I could not relate to, a lot of posturing and other “phony baloney.” In contrast, playing high school football was real. Get to the other guy. Push him out of the way so your guy could get over the scrimmage line and make yardage, maybe even score a touchdown. That was tangible, no bullshit involved there. Even the “stunts” we pulled off successfully in games were the result of hard work at practice, not whimsy.

I played both offense and defense, lettering in all three grades. Both of my parents had opposed my playing football. Mother made it clear she didn’t want her “little boy” to get hurt. Dad feared the worst too, but was more concerned that football was another interest, like art, that wouldn’t lead to a good job.

Anyway, about a month after our last game (we had won the Northern League Championship), the assistant coach told me there would be an awards banquet and that I would be awarded the All-League Lineman of the Year trophy. That blindsided me. I said, “Coach, you’re lying.” During the games, I had done just what we’d practiced all week to do. I never had the sense that what I did was special in any way. I didn’t do it for praise (especially from my parents). I did it because it was my job. Being task-oriented in this way would later carry over into my military training and working life, and it seems to this day to be just about the only thing of significance that I got from high school.

At the awards banquet, when called up to the dais to receive the award, I was the only one introduced as “the strong, silent type” and with no humorous anecdotes. Apparently I had spent too much time doing my job and not enough relating to the other players. Nobody knew me, and later in life I would be characterized as being “personality free.” Ouch!

What I failed to understand about social life in the high school microcosm, which I dismissed as superficial and meaningless, was that social intercourse, even the most trivial, is what helps people to pull together to accomplish things that an individual acting alone can’t. Moreover, when people get along and form social bonds, it can be satisfying and add to their quality of life. I was a loner because socializing for long was too stressful and wore me out. It took a change in brain chemistry many decades later for me to understand what I’d been missing. But that’s another chapter in my story, better suited for a different blog.

Women’s Issues

I was quite young when I first became aware of a division of labor. People would say, ironically usually women, “Oh, that’s women’s work.” And I would think, What? That’s a bunch of traditional nonsense. I can do that too. My hands work just as well as women’s hands, and vice versa. Anybody can do these jobs. What’s wrong with equal opportunities for all? We are human beings first. Early on I was adamant about questioning many of the traditions people seemed to follow blindly.

In my early teens I began to formulate definite ideas about women’s rights. It seemed a great waste of human potential that girls often didn’t have an equal opportunity to grow up to be whole people, to have thoughts of their own, to have lives of their own, and to come to occupy positions of power and influence. I saw in my own mother what could go horribly wrong. To me she was an intellectually and emotionally stunted person because she bought into the myth that a woman’s role was to be a fashion plate, to constantly buy clothes, shoes and jewelry, to wear excessive makeup and buy the latest hairdos. Her hero was Marilyn Monroe!

Even as a child, by observing my mother and other women I knew, I sensed that Hollywood glamour was being set up as the desirable model for women everywhere. I was appalled by what I regarded as freakish images of women in various media. I was disgusted by the grotesque, unnatural visages I saw in tabloids, magazines, movies. It was a great relief to me when women, especially the young, began to rebel (to “burn the bra” and reject the polyester) and adopt a more natural appearance. I always wished my mom would “get it,” but she never did.

Politics

Beginning in adolescence, much of my political consciousness came from the Playboy magazines I had access to. There was the part of Playboy that was about sex and skin, obviously. You know by now that I didn’t dig the glamour part but did appreciate the nudity. (Who doesn’t see the intrinsic beauty and sexiness of a naked body?) There was also the “Playboy Advisor,” which was my go-to source for factual information about sexual function, an area of growing interest. Most important, though, was the “Playboy Interview,” where people like Malcolm X could actually tell millions of readers what was on their minds. That’s how my political consciousness was raised! I also read Newsweek, Time, U.S. News and World Report and other publications–anything I could get my hands on.

Suicide Attempt

By Grade 11, I was now in my first serious relationship and receiving flak about that from my parents. The girlfriend apparently didn’t meet their standards–not perfect enough I guess. Truth was, I had the sense that I wasn’t right for her. She had a sunny personality and lots of friends. I was judgmental, morose, and had no friends except for her. Depressed that I would never measure up or amount to anything, I began telling myself (about a year into our relationship) that if I continued to see her I would ruin her life. I allowed my stress to become acute and unbearable. I was used to my parents being unsupportive, so I had no thought of asking for their help. I decided the only way out was to kill myself. That way my girlfriend could go on with her life, free of all my negative energy, and I wouldn’t have to face the consequences of breaking up with her!

I went to the local pharmacy and bought a month’s supply of Sleepeze, which I thought would do the deed. That night before climbing into bed, I took the whole bottle. I left no suicide note, feeling that my parents didn’t deserve one! In the morning I was found in a kind of stupor with vomit all over me, the bed, and the floor. I was alive because I didn’t know that even a whole bottle of Sleepeze wouldn’t kill a healthy person. It would be years before I was to learn about which drugs can actually kill someone, but by then I was self-medicating with street drugs and was no longer suicidal.

Graduation

I pulled myself together emotionally somewhat, stayed in the relationship with my girlfriend (she was so tolerant of my personality deficits and other eccentricities that I later married her), and went on to graduate from high school in June 1966. After she graduated a year later, we broke up for the first time. From then on, seeking something or someone to connect with, I began to drift more and more into the hippie subculture, lured by the sense that it was the breeding ground for new ideas that would save the world, and, perhaps, me as well.

End of Part 1 of 4

High School and the Influences of slavery, Assassinations, and the Vietnam War, by Kathy Green

11 Nov

rail biking with Chuck

Kathy Green was raised in St. Louis, Missouri. After majoring in geology, she became a National Park Ranger for five years. During that time, she met Chuck Kroger [the editor’s brother], whom she married in 1978. They settled in Telluride, Colorado in 1979, where they co-founded Bone (Back of Nowhere Engineering) Construction company. When Chuck died of pancreatic cancer in 2007, Kathy and co-workers continued the company’s projects. Kathy enjoys hiking, running rivers, making art (including silk dying), and working for environmental and social justice in her region.

 

Background: Missouri was the compromise state in the Civil War. Some of my great great great ancestors fought on the confederate side and owned slaves. My mother still has the slave book from that time, recording the births and deaths of the slaves. My mother also was told (oral history) that my fifth great grandfather was a “good owner” because he never broke up families.

I was in first grade in 1956 when Adlai Stevenson was running for president. My family had moved to Webster Groves a year earlier. Webster Groves, a St. Louis suburb, was more conservative and Republican than my family. My understanding is that all of my family had been Democrats since the Democratic Party was formed in the 1830s. A few family “rogues” have married Republicans but their kids have all been born Democrats. I came home in tears one day in late October 1956 because we had had a mock election at school. Out of 30 students in my class, Adlai Stevenson had gotten only six votes. Come election day that November, I was “working the election”—almost six years old, standing the required 100 feet from the door to the school/polling-place door, smiling and trying to hand every approaching voter a Stevenson brochure. Working elections was a family activity. A little metal pin of the bottom of a shoe with a hole worn in the sole is one of my prize possessions to this day. Go Adlai!

At the same time that I was a young child being taught to work elections and work to preserve historic buildings from demolition, my grandfather, John Raeburn Green, and the family law firm were under severe criticism and lost many clients during the McCarthy witch-hunt. My grandfather believed that everyone deserved counsel and he believed in free speech. He took the pro bono case of a man accused of being a Communist and defended him before the Supreme Court (and lost). For that volunteer work, Joseph McCarthy, from the Senate floor, called my grandfather and his law partner (one of the senators from Missouri) communists—a scary and destructive event at the time. Many of my family preferred to be activists that flew “under the radar” after that experience. We were never afraid to be Democrats, to work for social justice, environmental justice, and other liberal causes. We just did not need recognition—especially in the Senate. I didn’t understand the risk completely. I don’t think even my grandfather understood it that well. But I grew up my entire life with this story. My mother said never to tell anyone you were a socialist or a communist.

When I was five, my kindergarten teacher taught us the National Anthem and Dixie, one right after the other. One time when my family went to a ball game, everyone stood and sang the National Anthem. When it was over I started in to sing Dixie. My mom asked what on earth I was doing, and I said, Singing the next stanza. She said, No! Can’t you tell that those are two different songs? I couldn’t; apparently I’m tone-deaf/musically challenged. Throughout elementary school our music teacher had us sing both songs in succession.

 

Our family were big Hubert Humphrey supporters. Once John Kennedy became the Democratic candidate for President, we were all for him. We worked hard to help Kennedy win the election. Many of our friends were Republicans so during the 1960 election and during his presidency, I heard these friends rant and rave against JFK. On Nov. 22, 1963, I was almost 13 years old and in eighth grade. They told us over the junior high school speaker system that President Kennedy had been shot in Dallas. School was dismissed. I walked out of school confused and upset, into a howling rainstorm. As I tried to find the friends that I usually walked to and from school with, my mother suddenly appeared with my little brother to drive me home. Everyone was crying. At home, the TV was on full time—that never happened in our house; we traditionally watched only an hour or two of TV a day. All our friends came by our house over the next few days. The people that had been ranting and raving against Kennedy were crying and praising him. I found this total change in their feelings startling and confusing.

In my high school, Webster Groves, there were a series of ironic things that happened in my history classes. We were reading about socialism and communism and about sharing the wealth, and it seemed so intuitively obvious that that’s how the world should be run. On the one hand we were practicing duck and cover to protect ourselves from the Communists, but on the other hand we were learning how fair those systems are. Webster Groves was a pre-Civil War town that had had plantations and farms with slaves. Every kid knew disturbing history. In my junior year we had a teacher who was new to the area and kind of young. He started out with a lecture about people who had been slaves taking up the names of their owners after the Emancipation Proclamation. We were sitting there, black and white kids, some with the same last names, and we all knew that Johnny’s great great great grandfather had owned Sally’s family way back. We’d known this our whole lives, and the teacher was giving us this huge lecture. We were thinking, Yeah, so what? The teacher asked if there were any questions, and the black kid popped up and said, Yeah, I’ve got the same last name as he does because his grandfather owned mine. The teacher got a horrified look on his face. Apparently the history teacher didn’t know the history of the town he was teaching in. Things were not always perfect between the white and black students. We knew our history and knew that it wasn’t good or kind, but we felt it wasn’t worth dwelling on. Most of the time, we students wanted to move towards more racial equality. These high school lectures followed being taught to sing “Dixie” along with the “National Anthem” all through elementary school. Strange….

The next year we had Modern European History. A woman teacher started the first class with an introductory lecture. This class had about 20% black and 80% white students, with two random Asian students whose parents were professors at the big universities. The teacher lectured that we all came from Europe and that European history is the most important in the world, and on and on. She stopped and my friend Janet raised her hand. Janet has blond curly hair and blue eyes. Janet said, I am a Cherokee Indian, and this history has nothing to do with me, and why did you say that it did? The teacher said, Oh. She quickly started roll call, and she got to the name Janet Bushyhead. Janet raised her hand. She really was a Cherokee Indian and a princess at that. An Englishman had married into her tribe years and years ago, so lots of Bushyhead family had blond curly hair and blue eyes. Her dad looked much more Cherokee but her grandmother and sisters did not. It was a priceless moment. We were bratty sixteen-year-olds in 1967. To see the look on this teacher’s face. The black students were all smirking. Had one of them challenged her, they probably would have gotten sent to the principal. We thought, how can she lecture us when she could look out across the classroom. Maybe you don’t see the sleeper Indian princess in disguise but you could see the diversity that we did have in this small town.

When I was in high school, my dad became the selective service attorney counselor, so that if you were going to get drafted, you were provided with a lawyer to talk to. This was a volunteer post. It was interesting for me; I was a very shy, gawky, geeky sixteen-year-old high school kid and I was watching the sports stars at my school a year or two older than I who had not gone to college or dropped out and now were being drafted and would come over one evening a week. My dad would come home early. I would sit at the top of the stairs where I could hear what was being said. They were almost in tears. I’d listen to what my dad was telling them about deferrals. There wasn’t much hope he could offer them. It was sad, and some of them never came home. This counseling brought it all alive for me, just like World War II later came alive for me when I traveled in Germany. My mother told me a lot of stories about World War II, and watching this unfold in my younger years brought it all home and understand the impact of being in your teens and early 20s during that war was so incredibly major.

My parents started out tolerant of the Vietnam war; it seemed like something the U.S. ought to do. My dad had served in World War II. It made him grow up but it also distorted the rest of his life. In time my family got more and more angry about the war. Both my grandmothers had these big buttons that said “Grandmothers for McGovern” and were very active in his campaign. That’s one of the things that shaped my high school years from 1965 to 1968. The other thing that influenced me was the knowledge that my great great great grandfather had owned slaves, and then, after “Roots” was aired, to see black people come to our house to look up their family histories in the slave book. Then in the spring of 1968 a lot of dramatic events happened. Martin Luther King was killed, and then the night before I graduated from high school, Bobby Kennedy was killed. It was this weird feeling. I can remember we were having our family dinner before we went to the graduation ceremony, and there were these graduate parties afterwards, and I was sitting there all dressed up in those silly clothes, supposed to be celebrating the biggest event of my life, and we’d just had another assassination. It was really hard to reconcile the two: to go forward with the ceremony and the congratulations and to party that night and the assassination the day before. There wasn’t much alcohol and barely any marijuana at this party because it was 1968 in the Midwest. Five years later everybody would have gotten drunk or stoned to mourn the assassination. But it was a real wake-up call that these things were happening my senior year of high school.

Graduating from high school is a big change in your life, but graduating into a world where assassination was becoming an everyday occurrence was scary. What would college and adult life be like?  [to be continued]

White Owl Cigars and Racial Tension: Hauler on a Tobacco Farm, by Marty Bernstein

2 Oct

Marty today
Marty Bernstein worked in the New York state court system as a civil servant. He was like a round peg in a square hole—a left-wing court officer and clerk. Two years after retiring in 2007, he worked part time at a non-profit for the developmentally disabled. In 2013 he completely retired and now spends vacations in a coope
rative community in upstate New York called Spring Glen Meadows, the home of burned-out sixties radicals. He has two adult children and has been married to the same woman for 38 wonderful years. Her name is Patricia Ruggiero Bernstein. He says it has been a great Jewish-Italian combination.

In the summer of 1965 when I was fourteen and in junior high school, my family moved to Springfield, MassacWhite Owl Cigars with Owlhusetts from Long Island, New York. In the summer I got a job on a tobacco farm in the Connecticut Valley. It was called a shade tobacco industry. They made tobacco for the outside of White Owl cigars. The farm was owned by the Hathaway-Stene Tobacco Company.

Young boys and girls woulMarty Circa 1965d be hired to work there every summer. There was a hierarchy by height that determined what work one would do. Shorter boys were pickers because it was a handicap to be tall when picking. (Harder to stoop.) The foreman was my gym teacher, Mr. Gallucci, whom I liked. He would take us on a school bus out to the field.tobacco shed.little girls

I wasn’t a picker but a hauler. I would pull a metal framed canvas bin, about the size of a drawer in a chest of drawers with a loop in one end, down the rows to pick up the leaves. I would take them to a large shed, where all the girls worked “sewing” the leaves and hanging them to dry and age.

I had come from a lily-white, middle-class suburb on Long Island. When I got to the fields, there were both black and white boys, many of them working class. I had never been around black kids before. There was a lot of hostility and racism towards them. Although I never heard the white boys use the n-word, they called the black kids “Cottonbolls.” One time it came to blows between the two groups, and I assisted in stopping the fight. I hung out more frequently with the black kids than with the white ones.

White Owl Cigars ad with father reading to 2 kids                                                  White Owl Cigars ad with father and kid in car

All the kids came from Springfield. They went to fairly segregated schools but ironically they all played ball together at the ball park, where they seemed to get along fine. At that time the schools were de facto segregated but not by law. The junior high schools were neighborhood schools. When I attended junior high school there were no Jews in the area. The principal told me that I wasn’t allowed to be in the academic program, although I loved school and had always gotten good grades. My dad thought that the principal was an anti-Semite.White Owl Cigars ad with Jesse Owens

The four senior high schools were not neighborhood schools. They were arranged by type and were segregated by placing kids in the school deemed appropriate. The top school that was overwhelmingly white was called Classical High School. Its focus was the liberal arts. Timothy Leary had graduated from there.

The next one was the Technical High School. It had a mixture of white and Black and Puerto Rican. The third was Commerce High School, which was mainly black and Puerto Rican. The Trade High School was overwhelmingly Black and Latino. The next year I went into the Classical High School, where all the classes were academic anyway. In high school I attended weekly silent vigils against the war in Vietnam. I believe it was organized by a church group like the Quakers or Unitariatobacco drying in shedns. Also the Women’s International League for Peace and Freedom.

At the tobacco field we earned $1.10 per hour, less than minimum wage. I remember I made $44 a week. There were poor sanitary conditions in the fields. Wooden barrels on little trailers would come around bringing us drinking water. (Apparently the barrels had formerly held wine. We could smell the residue.) We had to relieve ourselves in the fieldfield workers in tobacco farms. There were two groups: day and migrant. The migrant workers—Puerto Ricans—were kept separate from us.

 

I was glad to have this job. First of all, it gave me some spending money. Also, it was my first significant experience with racism. And I got the chance to understand manual labor and appreciate the manual laborers.

Sweltering in the Classroom, by Maria

13 Jul

Maria is currently involved with the Alternatives to Violence Project, which works within state prisons, at Homeboy Industries, and in the community to encourage people to transform their lives in a more purposeful and peaceful way.

Mark Keppel High School in Alhambra is located about 20 yards from the San Bernardino freeway (the ‘10’ as it’s called today).  There were no  high brick ‘n mortar walls back in the 1970s; only a chain link fence separated the school property from the freeway itself.

I was a teacher in the science and mathematics department at the time. My classroom, room number 153, was the closest one to the freeway. Because our school had no air conditioning, windows were kept wide open despite the noise of the freeway to allow for the hoped-for breezes, which occasionally drifted in and reduced room temperatures. In addition, a significant grade on the roadway at this point meant that large trucks must shift gears to gain power. Through the noise, the stifling heat (100 degree temperature at times), and the heavy smog which caused their eyes to burn, students suffered in the summertime and found it difficult to learn.

The head of the department, whose room was down the hallway from mine, testified that she suffered severe hearing loss from the incessant loud noise.

Finally a courageous teacher put forward an idea which seemed to have some ‘promise’ for resolution of this unbearable learning environment. Thus began “Project Student,” with  active support from parents, teachers, administrators, and the entire community, as well of course as from the students themselves. There were fundraisers, letter writing campaigns, and visits to Sacramento to directly address the state legislature by students, staff, and parents.

Project Student was a long and arduous campaign, involving the entire community in which the school was located.  And, in the end, it did produce the desired result. Sacramento finally listened. Yet the installation of air conditioning was not to come from this. The irony is that our victory was gained not in consideration of the heat and air-quality but rather the noise factor. From then on for a number of years, schools which were located adjacent to freeways were granted state funding to install air conditioning.  The high school I attended as a student many years earlier, John Muir High School in Pasadena, located adjacent to the Foothill freeway (210), was granted air conditioning soon after this ruling was made.

But it would be many years before schools in the state were required to be air-conditioned because of heat, not just noise.

Three Options, Only Two Viable, by Marshall Hyman

22 Jan

Marshall HymanMarshall Hyman is a retired teacher, living in Southern California, where he was born and raised 69 years ago. His family moved to Los Angeles in 1942 from Brooklyn, NY. He attended local public schools and graduated from U.C.L.A. He’s married and lives in South Pasadena.

In 1965 I was a recent college graduate. Everything I did at this time was influenced by the draft. I knew  wouldn’t go to Vietnam. I had three options, as I saw it. Only two were viable.

  • Get drafted.
  • Enter the Peace Corps.
  • Leave the country for Canada.

Although I wasn’t politically aware, I did know I opposed this war and that the war had nothing to do with my security or anyone else’s.

My mom was a liberal and my dad was completely apolitical. My dad had trouble holding a job. Among other positions, he worked as a movie theater manager, on an assembly line making TVs, for a printing company, in department stores and liquor stores.  In 1956 in junior high school my social studies teacher gave us a poll. If we could vote, would we vote for Stevenson or Eisenhower?  The vote was 34 to 3 for Stevenson. Most of the kids were Jewish West L.A. kids. I was one of the three that voted for Eisenhower. I was just following what my dad did.

Although I was also Jewish, religion never took hold with me, but I attended a religious school because I was a  compliant kid—and besides, it was fun socially. I was pissed that I couldn’t play Little League Baseball, though, because I had to attend school on Saturdays.

My best high school teacher was an obvious leftie, and in college I admired the leftist professors. They are the teachers that most influenced me.

In college at UCLA I was aware of the Freedom Marches of 1964-’65.  One of my professors discussed them in class. I don’t think it ever occurred to me to go down South myself, but I did sympathize with the cause.

In the summer of 1965 I traveled in Europe. This was the start of the major escalation in Vietnam by President Johnson. my student deferment was about to end. While in Europe I read an article in the International Herald Tribune that the U.S. had ordered thousands of helmets from a helmet factory. By now we had over 500,000 men in Vietnam. The Westwood draft board couldn’t reach its quota—too many rich kids, and their lawyers working to keep them out of the army.

All my friends talked incessantly about the draft. My two closest friends were 4F. I was 1A. I applied to the Peace Corps and was accepted. I was issued a deferment (not an exemption). For three months I was given Spanish language training at the University of Arizona in Tucson.  I loved it. It was very intense. We had classes for four to six hours a day and I did well.

Marshall Hyman0007

Then I was sent to Venezuela. I spent two years there. I had assumed that I’d be assigned to some squalid jungle, but in Caracas I was near what I considered a “South Miami Beach.” I worked in a little park in a barrio surrounded by a rich neighborhood. The park offered recreation for the poor kids. (Most of the poor families lived in the hills, where poor people tended to live in South America.) I told the Peace Corps that I wasn’t really needed down in that rich neighborhood, so  I was transferred to a hillside barrio. There I worked with liberal theologians and priests, mostly Belgian and Dutch,  and got introduced to early liberation theologists who loved Elvis.  I was given the assignment of teaching P.E. and English. Next I was transferred to an urban area to work with an Internado—institution that housed orphans or wards of the state. Again, I was teaching P.E. and English. It was run by a Croatian priest—a disagreeable man whom we called “the beast.” I didn’t find out that he was a pedophile until later.

Venezuela requested from the State Department volunteers for agriculture, technology, and recreation. I ended up working at a YMCA.

 Marshall Hyman0005

I received room and board with a family when I first got to Venezuela, then I got school food or ate at restaurants. For a while I had a room with no facilities. I quickly learned Spanish. There was a guerilla movement, mainly in Colombia, which is adjacent to Venezuela, so we had to be careful in certain areas. I only heard about it, never saw any danger.

In 1958 the dictatorship had been overthrown. People were proud of their free elections. They had their first president, a liberal democrat. However, oligarchs still ran the country even though it was a functioning democracy.

There was a major student strike in Caracas that brought the city to a standstill. The military shut down the campus during the strike. I believe they were protesting student repression. Also, the government did almost nothing for poor people; it  mostly built roads and fought rebels. Venezuela, like other poor countries, was a single commodity nation. However, in Venezuela, that commodity was oil—so Venezuela was probably the wealthiest country in South America. It had large middle and wealthy classes.

Marshall Hyman0006

When I returned home in July of 1968, Los Angeles had changed drastically. In Venezuela I’d been learning about the student movement, urban rebellion, and the counter-cultural scene from some of the new people coming and going from the Peace Corps. Now I felt connected to the counter-culture, and I became an urban hippy: sex, drugs, and rock ‘n’ roll.

I had to report to the induction center in downtown L.A.  But the week before my induction, I was offered a job with the Los Angeles United School District, which was looking for more Spanish-speaking teachers in response to the Blowouts in East Los Angeles schools. I was hired and awarded a life-time teaching certificate, even though I’d never taken a single education class. During the interview, I was asked, “What kind of certificate do you want? Secondary or elementary?“ I chose elementary and ended up teaching fourth grade. I was a beneficiary of a U.S. government policy called “channeling,” in which certain people were granted deferments due to the need for professionals in certain areas—not just in education but also in medicine, community development, and science.

In the spring of 1970 there was the big teachers’ strike to create a union. I knew nothing about teacher politics at the time. After the strike created the United Teachers of Los Angeles (UTLA), I became more politically engaged. By the mid-1970s I was chapter chair (shop steward) and on the House of Representatives of UTLA. I also started listening to KPFK (listener-sponsored radio) and going to anti-war rallies. In 1972 I registered for the Peace and Freedom Party and went to Venice [in Los Angeles] meetings. I lived in West Los Angeles at the time. But basically I remained a counter-cultural guy, anti-materialist. A hippy.

At work they were instituting the “open classroom” and other experiments. The first year they implemented the New Math and New Language, we used a textbook written by Noam Chomsky. It was all transitional grammar, intuitive—a completely different way to look at language. I loved it. I think it lasted a year or two before teacher and parent resistance got rid of it. Just like “new math,” it didn’t matter that the program was a more effective way of teaching, it was unable to overcome the “this is how I learned this” attitude of parents and the “this is how I’ve always taught it” attitude of teachers.

As I look back on those years, I realize how formative they were.  Something was going to happen to me during those charged times and I feel fortunate in reflecting that most of what I experienced was positive.  As the founders of the Peace Corps understood, I was able to bring back to my own community many of the altruistic principles that I learned about and experienced during my training and overseas service.  It feels like the road I ended up on in my life began in 1966.  Almost 50 years later, though the world has changed greatly, most of what I believe and how I try to act remains the same.  Though the big societal changes I wanted to see happen didn’t occur, I feel I was able to help many individual students during my teaching career and one never knows when a seed is planted, just how it’s going to grow.   Keep hope alive.

Surfer Dudes, Teeny-boppers, and TJs. By Maria

16 Aug

Maria is currently involved with the Alternatives to Violence Project, which works within State Prisons, and Homeboy Industries, which encourages young people to transform their lives for a more purposeful and successful experience.

I recall the days in the early ‘60s when the high school in the San Gabriel Valley [near Los Angeles] where I taught was filled with young white surfer dudes—long, blond hair, sun-tanned football physiques—and  teeny-bopper girls who swarmed around them.

Then came the influx of “TJ”s (degrading slang for Mexican immigrants) with their plaid shirts, striped pants and “broken English”—or  “Spanglish,” as they called it.

The surfers would stand sullenly against the wall at the foot of the main staircase during “passing period,” watching the “TJs” pass by on their way to classes, their eyes downcast, trembling a bit as they avoided the intimidating glares of the much larger Anglos.

A few of us staff grew increasingly concerned for their safety and established a meeting place in the neighborhood which became known as “Bienvenidos Community Center.” There issues pertaining to the Spanish-speaking community were discussed and ways of integrating them into the local high school environment were launched. Among these ways was the creation of a new staff position—home/school coordinator—and a school club called TOHMAS (To Help Mexican-American Students).

Later a mural was painted on the wall of the school at the point of greatest tension, depicting the value of the Mexican culture and providing a sense of pride to these “new arrivals” who struggled so in this middle-class white school. A  school club called UMAS (United Mexican-American Students) was formed to offer a venue for students (both white and Latino) to come together to gain a better understanding of the positive attributes of each culture.Maria.UMAS

Meanwhile, in the neighborhoods surrounding the school, gangs began to appear, and tensions at school ramped up. One day a popular young Mexican-American boy was shot and killed, and the Bienvenidos Center was re-named in his memory.

Cultural conflicts also arose between white school authorities and Mexican-American students. For example, whites looked up when spoken to while Mexican-Americans looked down out of respect. Teachers took this as a sign of disrespect. Whites took pride in wearing their shirts neatly tucked in, while the style preferred by Mexican-Americans was to have their shirts highly starched and hung outside their pants. Teachers were told to enforce the dress code: “shirts tucked in.” They would send students outside the classroom to tuck in their shirts. To Mexican-American students, this was an affront to their choice of dress, and a personal embarrassment.

Moreover, Mexican-American students were counseled against enrolling in college prep classes. Boys were instructed to take shop classes; girls were encouraged to learn secretarial and homemaking skills. Later these students would attend East Los Angeles Community College rather than UCLA, largely due to their lack of the requisite preparation in higher math, science, and critical thinking.

As the school population turned increasingly Latin, a demand for the hiring of Latino staff emerged. Along with this came a more balanced and equitable attention to both cultural groups. With decreasing white enrollment and increasing Latino enrollment, the tables were turned a little. Football became less significant. Our school suddenly jumped to prominence in soccer. Stellar soccer players materialized.

Our school mascot  had always been the Aztecs. The student chosen to represent the Aztecs at the time (he actually had familial Aztec roots) was not permitted by the administration to  perform authentic dances in “full Aztec regalia.”  Apparently it projected an inappropriate image of the school.

The highlight of my tenure at this school came in the early ‘70s. At a school assembly one day, César Chavez walked out onto the stage, accompanied by leaping, screaming, and arm-flailing of the Latino students. Tears of joy ran down some of our faces–both students and staff–as we finally hailed with grateful pride  our multicultural, neighborhood school.

Cesar Chavez