I Did It My Why

when admin says remember your why - Tony Stark Eye Roll Meme Generator

It’s inservice season!

Of course that should be the time of year, as the old joke goes, when we all get to hunt inservices, but it just means that this is the time of year when teachers go back to work in order to pre-game before the students arrive. (Yes, if you’re wondering, we’ll be drinking – but not enough. Never enough.)

If you are wondering – or, if you are one of my fellow teachers, which means your mouth is hanging open and you are cussing foully at the very thought of this – yes, this is absurdly early. In fact I am writing this at the end of the first half-week of inservice: this year I went back to school on July 16th. I kept seeing memes from teacher meme accounts that joked about our general outrage over Back to School sales happening now, with some kind of How-dare-you caption or comment that included the phrase, “It is JULY!” And though I share that outrage, every time I saw it I had to just sigh. Because not only am I back to work in the middle of July, but I will actually have students in July: classes this year start on Tuesday, July 29th. Thereby spelling the doom of that last vestige of the past advantages of being a teacher: it used to be a steady job, that was respected and appreciated, and which offered good benefits and a lovely, long summer vacation; now none of that is true, at least outside of the wealthier blue states.

But at least we’re still badly paid. So that tradition goes on.

Whenever I think about inservice – which I try not to do whenever I am not in the middle of it, but when I am in the middle of it, I always find myself stuck in uncomfortable chairs in rooms full of people who will look askance at me if they do not actually accuse me of disrespectful misbehavior should I have the audacity to distract myself from the pointless and condescending lecture being presented as helpful instruction, and so I end up spending quite a bit of inservice time pondering in silence the meaning of various available abstractions like this one – I wonder: What is inservice? (Also Why am I here? And Is there value in suffering?) It’s a strange word, after all: is it intended to differentiate this process from some other system called outservice? Which, frankly, if the only difference between inservice and outservice is that outservice is carried out in some place other than the school building, I’ll still take that one every time. And whether the service is in or it is out: who is being serviced? Am I and my fellow teachers the recipients of said service, like cars out of tune? Or are we the ones servicing something or someone else? If it is the teachers performing the service, what (who?) are we servicing, and why?

The ostensible answer is that inservice is meant to provide teachers with time and training to help us prepare for the upcoming school year; so essentially, it is the first one: we teachers are rolling into the garage like smoke-belching, backfiring, broken-down jalopies (Not entirely inaccurate), and the mechanics tune us up to get us ready for the race about to begin. I’m not sure what that makes the students, who are not the drivers and not quite passengers – maybe the cargo? Maybe the road we are driving on? – but I think that’s taking the metaphor too far. This lens does bring into clarity a number of obnoxious things that happen during inservice, not the least of which is: remembering my why.

There are themes that run throughout inservice everywhere, always, and which return every year, like a repeating motif in a Beethoven symphony, or like a recurring nightmare; one of these is the certainty that someone, almost certainly someone who does not teach, will ask the teachers to remember their why.

Why do we teach? Why do we take on this difficult and underappreciated job? Why do we come back to it year after year? Is it like returning to an abusive relationship? Is it like trauma that hides behind a memory block, as is supposed to happen with women who go through natural childbirth and then have to forget how incredibly painful the experience is or they would never have any more children?

As I have never given birth, nor been in an abusive relationship other than working in education, I cannot say. I will say that I remember, every year, how awful the previous year was – and also how wonderful it was, at times.

Which brings me to this year, and the current inservice season, and the direction – which was indeed delivered last week, by a presenter who is not a teacher – to remember my why.

Last year was bad. It wasn’t my worst year – that will always be 2011-2012, when I was working through a recession and a state investigation and a union contract negotiation in which I was the lead negotiator (And it says something that 2012 was the year I won Teacher of the Year for my school district in St. Helens, Oregon) – but it was bad. I spent a fair amount of time last year thinking about, and looking for, jobs that were not teaching jobs. That’s how bad it was: it changed my why into a What the hell am I doing here?, a question that is much less conducive to being a good teacher, and so not one that will be recognized at most inservice training sessions, even though surely many teachers at those sessions are asking that question, repeatedly, sometimes out loud, though under our breaths, so we don’t get dirty looks.

But here I am, one more time – my 26th – starting a new school year, about to teach high school English to a new (Well, partly new; partly familiar, which is at least part of the problem) cohort of students. And I found myself this past week thinking, genuinely wondering, Why?

Why am I teaching? Still? Why am I doing this to myself?

I don’t have an answer, not an immediate one. On some level, I don’t want to be here any more, don’t want to be teaching, don’t want to be teaching at the school where I have been teaching for the last 11 years. But that, too, is not the whole answer, and the whole answer is not immediately obvious in that context, either.

So let’s talk about it.

Why am I here? Why am I teaching?

First of all, most clearly and fundamentally, I’m here because I need a job. If I lived in a different kind of society – one that I think would be better in countless ways – that did not define a person’s value by their economic activity, then I would not be a teacher, at least not a classroom teacher. I have often thought I would like to teach the way Socrates did: at dinner parties, in conversations with interested parties, or out on the streets with random passersby; obviously I couldn’t do that for money, but I think I’d be pretty good at it. But I don’t live in that society, I live in this individualistic capitalist one, and so I must work for money so I can have a house and food and air conditioning, all the vital necessities of life. It’s possible I could survive without a job, but my level of misery would go up exponentially, even over what I went through, what I go through, as a teacher. So I work, rather than become homeless and starve on the street.

But does it need to be this job? At the moment, that answer is close to a definite yes, because my wife, who was also a teacher last year, and who had a far worse year than I did, lost her job to budget cuts at the end of last year; as she is working to build her entrepreneurial endeavors, it falls to me to provide a steady income and health insurance; because teachers are generally more valuable as we gain experience, our pay goes up every year and then drops precipitously if we change schools or school districts – I have done this twice, the first time losing about 20% of my annual pay and the second time 40% — so that means I need to stay in this job, rather than get another teaching position. That wasn’t an easy or a simple decision: I applied for, and could have gotten, a job teaching in a different school that would have earned me about 30% less than I make now; but I just couldn’t afford the drop in pay. So here I am. (It does help that I have many dear friends at this school, and that some of my students are lovely people. But it only helps, it doesn’t make the decision easy. It’s not the why.)

It is possible I could change jobs entirely, even change industries; but because most jobs pay more with experience, like teaching does, I would have to start at the bottom of the scale, and that is generally also less than I make as a teacher, even if the upper end of pay would be more. I am also painfully aware that the current political power structure puts continuing health insurance across changes in employers at serious risk of ending, which makes me doubly unwilling to leave my current job for a new one. Any job that would pay as much as or more than I make teaching would require additional training and/or certification, which makes them possibilities for the future, but not for now. (Also, I am 51, so starting a whole new career at the bottom and working my way up is both less attractive and also less likely than it would have been 20 years ago. Plus ça changeplus c’est la même chose.)

But of course, I could do those things. I could get a job in marketing, or in public relations, or in corporate training. (I could become one of the people who provide inservice to teachers, but I would really have to hate myself to do that.) Especially if I and my family moved states, to one that had a generally higher payscale for professional jobs, I could find something that provided the same approximate income. Yet here I am, back teaching again. So there’s more reason for my returning to teaching than just necessity, more than just money. I will also point out that, if I just wanted to receive my paycheck and cared about nothing else, it would be fairly easy for me to keep my job despite becoming a terrible teacher, because it is in fact quite hard to fire bad teachers. So long as I didn’t hit or harass one of my students, I could treat my job very differently from how I treat it now, how I have always treated it, so that even though it was the same job, it would be a very different experience.

Let me be a little specific. I teach English to high school students, and I do it well. I make literature both understandable and interesting to my students – or at least I create an opportunity for them to find literature both understandable and interesting. I make the class as valuable and entertaining an experience as I can, as much of the time as I can – and that’s a good amount of the time (though of course the experience of my class is subjective and I don’t doubt that some students think I do a terrible job of teaching, and/or that my class is boring as hell. But mostly, they don’t think that, not if they pay attention and try.). I work very hard to achieve that: I spend hours and hours thinking about what I am going to teach and how, hours and hours preparing materials and assignments and activities, and then when it is time to go and teach those things, I show up, every day, as ready as I can be to teach the material to the students I have. I ignore the inconveniences and frustrations of my daily work, of my classes and my situation, and do my best to treat every class period as an opportunity for both progress and also fun. I try to learn as much as I can about my individual students, both so that I can teach them better and so I can show them the respect they are due as human beings who are as wonderful and valuable as every other human being, despite being adolescents (That’s not a dig, not really; adolescence is miserable, and all of us react to that misery by inflicting misery on others. I did it too. I don’t blame them for it: but it can be very hard to deal with them while they work their way through it.). I try to be as honest and vulnerable and trusting with them with my own genuine self as I can be, again so that I can teach them better and so I can show them the respect of being real with them, so they can trust me, so they can work with me.

The fact that I do that, that I have done that every year, is part of the reason why I had a bad year last year, and part of why I don’t want to do this any more: because my students last year did not generally return my respect and my openness. They did not listen or value my honesty and vulnerability, and they did not show me the respect I deserve as a fellow human being, let alone as a teacher who has some ability to affect their lives, possibly for the better. They mostly didn’t disrespect me maliciously, just being teenagers in this modern world; but it was hard to remember that and to keep caring about them and keep trying to be the kind of teacher I want to be with them while they treated me with callous indifference. There were many times, for instance, when I would ask my students about something, and they would ask me what I thought or what my experience was in regards to that idea or situation, and while I was answering the question they asked me, they would not listen: they would turn away and have side conversations, or look at their phones or Chromebooks, or leave the room, because they were bored. Not because they hated me and wanted to insult me, but just because they didn’t care, and they didn’t feel like they needed to show me the respect of their attention, even as I answered the question or gave the explanation they asked for. So as I said, not malicious, but nonetheless hurtful, and hard to deal with. And this year, I will have many of those same students back again. Will they treat me more respectfully? Will they listen to me when I talk, either as their teacher or as a fellow human being?

Probably not. But I am willing to try.

I don’t have to: I could assign them readings, and questions, and maybe videos or audio files of literature – particularly non-fiction, which is what my administrators want me to focus on anyway, as it is the heart of the testing that produces the data that is the obsession of all administrators everywhere –  and I could sit at my desk and monitor their online activity to ensure they were on task. To my school, that would be considered teaching, to a degree sufficient for me to keep my job and my current pay, which is not really related to my success or failure in actually teaching my students. If I produced data that was better than what I currently engender with my involved, honest, human, active, interactive teaching, then I would be even more secure in my job. I might even get a little bonus money if their test scores went up. And it would be so easy. Especially if I just had AI design my “lessons” for me. And grade their assignments.

I choose not to do that. I choose to take the much more difficult path, which does not necessarily make my job more secure, and which definitely does not produce the best test scores. And why do I choose that, you might ask?

That’s the Why worth thinking about.

I teach the way I do because I don’t just teach for money, and I don’t ever teach for test scores. I think that my teaching methods help students to get better at understanding literature and at explaining their understanding in writing, and so higher test scores should be the result of my methods; but those test scores are not my why. If anything I sometimes, perversely and against my own best interests, want those scores to go down while my students’ knowledge and abilities improve, for the data to become less reflective of my students’ actual learning and abilities. Because I want my students – and also my school and my community and my society – to care less about test scores and measurable progress data. Ideally they would not care about it at all, ever; and my hope is that when students grow and learn in my class, and know that they grow and learn in my class, and everyone around them knows that they grow and learn in my class, and then those test scores don’t improve, or even go down, then it shows the truth: that test scores do not measure what matters in education. Test scores and measurable progress data are the wrong focus for educators, because they put the focus on the wrong thing, especially in my subject: English as a subject of study is not about measurable progress in discrete skills. There is no “mastery” in English. It is about growing: growing as a person, as a thoughtful person, as a person who thinks about the world and our place in it, who is curious about the world, who is appreciative of the world, and who cares about the humans who live in it with them.

I want my students to be that. It will make them better people, with better lives, in a better world. I want to make that happen. So I am willing to work for it. Even though it’s hard. I’ve worked for it, worked hard, every day and every week and every month and every year, for coming up on three decades.

Last year, and to a lesser extent the few years before that, it didn’t work as well as I thought it should. My students did not grow as much as I wanted them to. Partly because they did not pay attention enough and did not try enough to actually improve in the subject, to actually work and learn in the class; because they did not pay me the respect I deserve as their teacher and as a fellow human being with some ability to improve their lives and the world they live in, who is working hard to do that, who shows up every day and who is as honest and vulnerable and genuine and compassionate as I can be with them, as often as I can be, and regardless of how they treat me and the work I do and the subject I love. Part of what made last year bad, I think, was that I was not able to keep being patient with my students when they disrespected me and my class: it made me lash out in frustration, or it made me shut down, which then confirmed for them that this was not a class and I was not a person they needed to listen to or be respectful of. We spiraled, because of that, both my students and myself, more than once; it took extra effort to drag us out of those spirals – and very little of that effort came from my students. If anything the majority of them encouraged that spiral, because they know that if I give up, and they give up, then they can stop trying, and they can just do nothing for as long as I have given up, as long as I stop trying and do nothing. For many of my students, for much of the time, their goal is to do absolutely nothing, to put forth no effort, to achieve no ambitions – to have no ambitions – and to not care about anything at all. Because of that they put all of the requirement for effort and motivation on me: often consciously and intentionally, again so that they can give up by making me give up.

But I did not give up, not in the long run (though I did, too often, in specific moments with specific classes), no matter how annoying some of my students were to work with, to be honest and vulnerable with, no matter how disrespectful they were in not listening, in not trying to think or empathize with me or to connect to the material. And the reasons why I didn’t give up are another part of my why, and more of what brought me back to teaching again this year.

The first one, the simpler one, is that I love English. I love literature, I love poetry and plays and novels and stories and essays and screeds and letters and songs and – all of it. I love reading and writing, and I love talking about those things, and learning about them, and teaching about them. All of it is fascinating and beautiful and magical to me, as well as incredibly important, both practically and esoterically, concretely and abstractly. It would wound me, deeply, if I were to treat my subject as something not worthy of real attention and focus and thought and energy, if I were to reduce it to excerpts and handouts and multiple choice questions and AI-generated content. It would dishonor this area of knowledge, this way of living in and interacting with the world, that has meant so much to me, that has consumed so much of my time and effort, that has brought me so much joy and also so much power. And I won’t do that, not even though my students do it every minute of every day, in every class, to one extent or another. Part of my why, part of my reason for teaching, is to fight back against that apathy and indifference and cynicism, that belief, endemic among my students and my society and growing worse every year, that reading is boring and pointless unless it is reading the captions on a TikTok or the comments on a YouTube video or a SubReddit, that writing is something best done with a prompt to ChatGPT. Preferably one entered with talk-to-text. I don’t think I can change that attitude in all of my students; certainly not in the ones who never even try to get better in my class, the ones who prefer to do nothing, at least in this context, and to be nothing as a consequence, at least in this context; but I can help change it for some of them, at least. And because I have read and taught and thought about Ray Bradbury’s novel Fahrenheit 451 for so many years, I know that winning some people over to the side of the angels, to the side of the readers and the writers and the thinkers, the poets and the storytellers and the wordsmiths, is enough to save the soul of humanity and society – at least until we blow it up.

But then we will rebuild. If there are people who have not given up. The character Granger says it at the end of the book, after their world has, at least a little, blown up:

“There was a silly damn bird called a Phoenix back before Christ: every few hundred years he built a pyre and burned himself up. He must have been first cousin to Man. But every time he burnt himself up he sprang out of the ashes, he got himself born all over again. And it looks like we’re doing the same thing, over and over, but we’ve got one damn thing the Phoenix never had. We know the damn silly thing we just did. We know all the damn silly things we’ve done for a thousand years, and as long as we know that and always have it around where we can see it, some day we’ll stop making the goddam funeral pyres and jumping into the middle of them. We pick up a few more people that remember, every generation.”

That’s the other reason why I keep teaching, and again it is fairly abstract and idealistic, and again it is generally ineffective with the majority of my students: I want to make my society a better place. I want my students to understand the damn silly things we do, and that burn us up, so that they can help get us closer to that day when we stop jumping in the middle of our own goddamn funeral pyres. I want some of them to remember. To never give up.

I can’t fix all of it, of course, and so that makes it harder to keep coming back and trying again; just this year, I have had to sit through a conversation among teachers, who should all know better, about how AI is both inevitable and a valuable tool, and so we should not only accept it, but take part in it, contribute to its growth, tumor-like, on the collective mind of humanity; hearing that from my fellow teachers felt like being stabbed in the gut, and it makes me want to throw up my hands and cry out “A plague on both your houses!” I have for years chosen not to fight my students on their use of electronics, preferring to ask them to come along with me into the world of literature I make available and interesting and useful in my class; but I have watched as more and more and more of them have refused my kind invitation, my well-meaning passivity, and have failed to gain anything from me as a consequence. So now I will have to fight to make my classes available to my own students, and I don’t know how well that will work – and I don’t want to do it. I have no choice, so I will; but I don’t want to. That’s a why on both sides: I want to teach so I can fight for the souls of my students, and I want to let them do what they want, even if it destroys them.

But as I have learned from literature and from being a part of humanity and thinking about humanity, when some people are allowed to destroy themselves, they bring the rest of us down with them. I don’t want to allow that, not for a reason as stupid and worthless as laziness or fear of failure which creates failure, which are the main reasons why students don’t pay attention in class. Again, I don’t think I can save all of them – I don’t think I can save any of them, really, but I think I can help make a change in the paths for some of them, which will allow them to save themselves – but if I can save some, that will be enough. Not enough to make me happy, or to make my job easy; but enough to keep society moving mostly forward, and to allow humanity to continue to get better. If I can help them to empathize with others, as they might learn from To Kill a Mockingbird, or to think about the consequences of lies and self-serving fingerpointing, as they might start doing after reading The Crucible, or if I can just make them curious about the real value and power of reading, as they might learn from Fahrenheit 451, then I will accomplish that goal. I’ve done it before: and I hope to do it again. And again. Until I can’t do it any more.

That’s why.

Day of Hope

Yesterday was my birthday. I had a great day: my wife and I went out for an incredible brunch at a restaurant in Tucson called Blue Willow – HIGHLY recommend the breakfast burrito, if you go – and then went home and had presents – I got two awesome t-shirts and a video game, Skyrim for my Nintendo Switch, which is a lovely thing mainly because Skyrim was one of those games I avoided when it was new, since I knew it was exactly the kind of video game I love most (sandbox swords and sorcery) and would therefore consume all of my waking hours once I opened Pandora’s Box and started playing it, and as I told all of my students at the time when they asked if I was going to play Skyrim, I have a job; which means that now I have been given permission to go ahead and let my free time be consumed, partly because I deserve and need nice things, and partly because the truth is that I will not actually allow ALL of my free time to be consumed, that I can be trusted to do what is necessary even if I would rather just dive back into the video game (Hold on, the t-shirts reminded me: I need to cull my collection. Be right back. [Got rid of seven shirts. Good progress.]) – and then we went to an arcade with friends, where I got to play pinball and a car racing game and a pirate shooting game and the BIGGEST SPACE INVADERS IN NORTH AMERICA, and then we came home and ordered Chinese food in and then had huge slices of an AMAZING cake. It was a great day.

Yesterday in Washington D.C., the Republican party passed Donald Trump’s “Death to the Poors” bill (I will neither call it the B.B.B. as that shitmouth named it – though honestly I appreciate the bald hypocrisy of that, coming from the party that has been loudly and repeatedly criticizing large omnibus bills for years if not decades, until said omnibus comes from President Turdtongue – nor talk about it as a tax cut bill as the news outlets insist on calling it, while they also name it as a Asslips’s “most significant accomplishment,” which is a wild phrase: just imagine talking that way about, say, Auschwitz, or the Night of the Long Knives, or the invasion of Poland, as Hitler’s “biggest achievements” to date. I will come back to hypocrisy.), which Pres. Butt-Teeth will be signing today, in a continuation of his efforts to taint and corrupt every single piece of American culture so that nobody can ever enjoy anything ever again in this country.

Not that this is my favorite holiday: I’m a vegetarian, and I live in Tucson, Arizona, so barbecues at the park are out on both meat-related and heat-related grounds; plus my dog is terrified of fireworks, and I personally dislike the strong possibility of wildfires being started by an idiot with a bottle rocket and a match. But there are, nonetheless, reasons why I want to celebrate this holiday, and hold onto it in the face of ol’ Colon-Throat’s attempted appropriation. And I want to write about it today because I realized that the reasons for me, for us, to hold tight to the Fourth of July are the very same ideas that I want and need to write about.

I wasn’t sure what I wanted to write about. Part of me doesn’t want to write at all: I just want to curl up on my couch, pet my dog, and play video games. (And not only because I just got Skyrim, though that is definitely part of the draw… I can hear it calling to me right now… No, wait, that’s my cockatiel Duncan screaming because he’s upset about something.) And while I want to rant about Donald Trump, and the Supreme Court, and the Congress, because all three branches of government have been captured by the proto-fascists who want to turn America into a white Christian ethnostate with a patriarchal dictatorship that is decidedly unChristian, I don’t know what the value would be in ranting: the people who would read it already agree with me, and it would just make them sadder than they already are because the horror is relentless and it’s hard to remain so ourselves; and the people who might read it who don’t agree would find it tiresome to just hear more ranting; and the people who are on the opposite side of these issues (who don’t read, but just hypothetically) would be giddy with Schadenfreudish glee, cackling about how angry I am and signing up for WordPress accounts just so they can comment “Cry more!” and throw down some of the memes I’ve been getting hit with because I have (foolishly) been commenting on news stories on Facebook. And I don’t want to create any of those responses.

I recognize that the most important thing we can do is spread good information, and so that makes me want to become a journalist, and share correct information, and – I mean, maybe I should do that. But I already have a job. And it’s a hard job, and I work hard at it. And I have a family which I love, but which, like all families, requires a lot of time and energy – and not that I begrudge that, I do not, I would spend all of my time and energy on my family if I didn’t have to work, and I look forward to the day when that happens; I’m just saying that I will not take time and energy away from my family in order to become a journalist. There are already better journalists, trained and professional journalists, out there doing that work, so I shouldn’t have to. Clearly my fight against misinformation is in my teaching, and I will continue to do my very best there, in every way I can.

But that leaves me with nothing to write about.

It is summer, and so that makes me want to write, because over the school year I am often too tired and burnt out and frustrated to write; but I have been facing this conundrum about what to write about, and I haven’t been writing much. (Also my summer has not been all that restful, but it’s mostly been family stuff, so I don’t resent it.) As I haven’t been writing, however, I have been trying to get back into my other great passion that I haven’t been able to spend enough time on: I’ve been reading. And one of the things I’ve been reading has been these:

These are my great-grandmother’s novels, published in the late 50s, when she had retired from teaching. (Have I mentioned that I come from a line of teachers and writers on  my mother’s side? This is part of that line.) I’ve never read them before, partly because I never knew my great-grandmother; for most of my life I didn’t even know that she had written books or published them or that we had copies. So I’m reading them now, and they have shown me a couple of things. First, because these are young adult books, and historical/regional fiction (They are all set in western Washington, where the Mitchells lived and where both my grandmother and then my mother were born and raised, during the frontier times between about 1970 and 1890, when the Mitchells did not live there – Faye and her husband Burt emigrated from Kansas), they are not great literature in a canonical sense: but they are good stories. And this helps to settle in me something I have always struggled with, because I am not a writer of great literature, and though I don’t want to be, I always think I should be; but I think that in truth I am, like my great-grandmother, a storyteller, not a literary giant. And I would rather be that. Second, these books, because they are set where they are and because the main character, Abby Conner, is a young woman who wants to become a teacher and a writer and who talks about what it means to be a teacher and a writer, are helping me to be prouder of the teacher and the writer that I am, because I think that my great-grandmother would probably be proud of me, and I like that – and my Nonna, whom I loved and respected but who passed before I had even decided to become a teacher, would definitely be proud of me, and I love that. And third, because my great-grandmother clearly wrote about what he knew, I have been thinking about how I need to do that. Not with my novels, which are almost certainly going to stay fantastic and more about vampires and time-traveling pirates and magical dreams that change reality; but with these blogs, and with the things that I write every day: I need to write about what I know.

So this is what I’m going to do: I’m going to write about what I know.

So. What the hell do I know?

I used to be optimistic.

My wife talks about it, about how I used to be much more cheerful, and much more calm, and much more positive. She doesn’t make it sound as bad as I just did: she doesn’t say all those things at once, and she doesn’t say it with any kind of accusation or disappointment or anything – never “You used to be a lot more fun!” or anything like that. She has taken note of it out of concern for me: because my general demeanor has become darker and angrier over the last decade or so. And it’s coming out in ways and in places that I don’t like: I have had a hard time keeping myself from losing my temper with my students, and I have failed at that, and lost my temper, several times in the last few years, sometimes to my real regret. I am also having a hard time keeping my spirits up in order to push back against my wife’s occasional depressing outlook, which is sometimes something she needs me to do (Don’t we all?), and which I have not been doing as well as I used to.

I suspect this happens to a lot of people, if not to all of us. We lose our idealism, and our hopefulness – those of us who ever had it, that is, which is not everyone. But I think as time goes on, and life gets harder, and as people just keep on disappointing us, over and over again – say, by re-electing an orange-tinted fascist would-be dictator even after he tried to overthrow our government the first time: it’s hard to look down the road and think that it actually goes to a better place. And while Trump certainly wasn’t inevitable, the difficult and sad things that happen as we get older are inevitable: we lose people we love, and eventually we lose ourselves, and there is often a great deal of suffering on the way to that. As that happens to us more, and as we are shielded from it less, our lives become sadder in many ways, and it makes sense that we would do the same.

I do also think the last few years have been rough on people in this country. Trump’s two electoral wins and two administrations, the pandemic, the various economic and global crises: it’s been tough to keep looking on the bright side of this pile of shit. I certainly haven’t been immune to that. In fact, it has been directly detrimental to my optimism: because I keep thinking, and saying, and arguing, and preaching, that things are going to work out the right way: and I keep being wrong. I said that Trump was going to lose in 2016, both in the primary and then in the election, and I thought that he would go to trial for his crimes and that he would get convicted, and I thought he would lose in 2024. Wrong, every time. (Okay, he was convicted, but only of the least important one, and it didn’t affect his political ambitions in any way at all, which I also thought it would. Still: he is a fucking convicted felon, and anyone who claims it was only a politically motivated prosecution, you’re goddamn right, and it was a successful one, and it should have kept people from voting for him, and it was therefore the right thing to do – but I think we can see that, even though it was a politically motivated prosecution, that didn’t affect the general populace very much: the election is evidence that the jury was honest and sincere.) That record makes me not want to keep my hopes up: not mainly because I hate being wrong and looking dumb (though I do, both), but mainly because I don’t want to give people false hope and then have them fall farther and harder when my false hope is proven wrong. Again.

But okay: now let’s talk about the Fourth of July. (See, this is why I’m so goddamn wordy and circuitous in my writing, even though the only way to write great literature is to keep it short and simple, as much as possible, to edit even more than you write: because I’m not a great literary mastermind, I’m a storyteller, and this is how stories get told. Thanks, Great-grandmother. Actually, since I called her daughter Nonna, I’m just gonna call Mrs. Mitchell Grandnonna. I hope she would like that. And let me note that, as wordy and circuitous as I am, I get back to where I want to go. Eventually.)

The Fourth of July is a convergence of three of my heroes. Three of the greatest writers in American history, because all three were three of the greatest thinkers and idealists in American history. Not all the best people, but I generally think the art, and the truth, can transcend the people who discover it or create it. If you look at science, for instance, there is not and never has been a scientist who was worthy of the power of what they discovered: not Newton, not Darwin, not Einstein… maybe Carl Sagan. I don’t know if Galileo was a good man, honestly, but how could he possibly be good enough to live up to what he did for our understanding of the universe, for what he made possible? He couldn’t. The same with great artists: the people who affect the lives of millions and even billions of other humans in positive ways couldn’t possibly be good enough in and of themselves to really be seen as deserving of the praise that their impact deserves. Martin Luther King, Jr., could not possibly be good enough as a person to actually deserve the honor that he rightfully gets as the civil rights leader and genius communicator that he was, even if he hadn’t been an egotist who cheated on his wife. But his impact, his positive impact on the world, is beyond measuring: is beyond what one person could contain. So I am willing to praise the work, and the words, and the ideas, even if the person who created those things was worse than their impact.

This does not excuse J.K. Rowling, by the way, though I do also think the criticism of Harry Potter is lazy and vicious and incorrect; but Rowling is, it turns out, a terrible person who should absolutely be canceled entirely. While we all keep reading Harry Potter. Don’t worry, it will get easier when she is dead.

So: the three people who are connected by the Fourth of July and whom I find inspiring are Thomas Jefferson, Frederick Douglass, and Abraham Lincoln. (See what I mean about not the best people? Douglass was a saint, but I only say that because I don’t know enough about him to know the bad stuff; Lincoln was a racist egotist, and Jefferson owned his own children. But the point here is that we need to look at the work, and the ideas, and the words.) Thomas Jefferson, of course, wrote this:

When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature’s God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.–That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, –That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security.–Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world.

Those two paragraphs might be the best argument ever written: because the words are perfect, the logic is perfect, and the idea was so much better than the people who formulated it that it has led to better outcomes and a better world for hundreds of millions of people, for two and a half centuries. We hold these truths to be self-evident.

All men are created equal.

(Which also means that we all suck. Just sayin’.)

And I think we know why this idea, these words, and this man are connected to this day, for me. For all of us.

Lincoln, on the Fourth of July in 1863, said this:

Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.

Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.

But, in a larger sense, we can not dedicate — we can not consecrate — we can not hallow — this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us — that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion — that we here highly resolve that these dead shall not have died in vain — that this nation, under God, shall have a new birth of freedom — and that government of the people, by the people, for the people, shall not perish from the earth.

This is sometimes described as the perfect speech – partly because it is so short, and therefore nothing that I ever could have produced – and there’s an argument to be made for that. I find it inspiring because I think it translates some of Jefferson’s ideals, which were intentionally more universal, into something more personal, more grounded: this is how the idea that all men are created equal comes to be an American ideal instead of a human one – though it is still, and always should be, a human ideal. Still, Lincoln and this address are why we as Americans should consider this to be something personal, something we own, not simply a truth that exists in the world. Jefferson and the Founding Fathers are part of that as well, because the Declaration of Independence was not just a statement of ideals, but also a political and pragmatic document (which is why I include the first paragraph in the quotation from it, and in what I describe as the perfect argument: that sets the purpose for the second paragraph, where all the intellectual brilliance is. But as a rhetoric teacher, purpose matters, so the first paragraph is part of that, and part of what Jefferson and the rest of them were committed to, like Lincoln.); but because the Founding Fathers were patriarchal slaveowners who didn’t want to pay taxes, their purpose doesn’t rise to the level of their ideals. Which makes them fascinating, really, because slaveowners who didn’t want to pay taxes somehow managed to formulate and then enact one of the greatest ideals in human history, that all men are created equal and that government should be based on that fact and all of the logical consequences of that fact, such as the necessity of consent; but Lincoln’s purpose in saying his words was, first, to honor the sacrifice of people who died for those ideals, which is one of the most important and perhaps most abused elements of recognizing the worth of all humans (and not something expressly focused on in the Declaration, not even in its lists of abuses and usurpations), and second, to maintain the existence of the nation based on that fact, and to help bring it closer to being a nation that lives up to its own purpose, a nation governed by a system based on the fact that all men are created equal. Those purposes are worthy of those words, of the ideas they express, as the words and the ideas are worthy of the purpose. Probably not so with Jefferson.

And then Douglass. I wish I could have heard Douglass speak, because unlike the other two, Douglass was a great speaker as well as a great writer; but at least we have the words he wrote down, and the story he told with them, the story of his own life. And if you don’t know why Frederick Douglass is connected to the Fourth of July, it’s because of this:

(1852) Frederick Douglass, “What, To The Slave, Is The Fourth Of July”

Frederick Douglass

Daguerreotype photo by Samuel J. Miller

That whole speech is worth reading. But let me focus on this:

Fellow-citizens, pardon me, allow me to ask, why am I called upon to speak here to-day? What have I, or those I represent, to do with your national independence? Are the great principles of political freedom and of natural justice, embodied in that Declaration of Independence, extended to us? and am I, therefore, called upon to bring our humble offering to the national altar, and to confess the benefits and express devout gratitude for the blessings resulting from your independence to us?

Would to God, both for your sakes and ours, that an affirmative answer could be truthfully returned to these questions! Then would my task be light, and my burden easy and delightful. For who is there so cold, that a nation’s sympathy could not warm him? Who so obdurate and dead to the claims of gratitude, that would not thankfully acknowledge such priceless benefits? Who so stolid and selfish, that would not give his voice to swell the hallelujahs of a nation’s jubilee, when the chains of servitude had been tom from his limbs? I am not that man. In a case like that, the dumb might eloquently speak, and the “lame man leap as an hart.”

But, such is not the state of the case. I say it with a sad sense of the disparity between us. I am not included within the pale of this glorious anniversary! Your high independence only reveals the immeasurable distance between us. The blessings in which you, this day, rejoice, are not enjoyed in common. The rich inheritance of justice, liberty, prosperity and independence, bequeathed by your fathers, is shared by you, not by me. The sunlight that brought life and healing to you, has brought stripes and death to me. This Fourth of July is yours, not mine. You may rejoice, I must mourn. To drag a man in fetters into the grand illuminated temple of liberty, and call upon him to join you in joyous anthems, were inhuman mockery and sacrilegious irony.

Here we see Douglass’s purpose, and the reason he also needs to be included in this list of great writers connected to the Fourth of July: because Douglass held this country to account for its hypocrisy. (Told you I’d come back to it.) Douglass showed, more clearly than anyone else, that the United States has never lived up to its ideals.

He said this:

I remember also that as a people Americans are remarkably familiar with all facts which make in their own favor. This is esteemed by some as a national trait—perhaps a national weakness. It is a fact, that whatever makes for the wealth or for the reputation of Americans, and can be had cheap will be found by Americans. I shall not be charged with slandering Americans if I say I think the American side of any question may be safely left in American hands.

I leave, therefore, the great deeds of your fathers to other gentlemen whose claim to have been regularly descended will be less likely to be disputed than mine!

My business, if I have any here to-day, is with the present. The accepted time with God and his cause is the ever-living now.

Trust no future, however pleasant, Let the dead past bury its dead; Act, act in the living present, Heart within, and God overhead.

We have to do with the past only as we can make it useful to the present and to the future. To all inspiring motives, to noble deeds which can be gained from the past, we are welcome. But now is the time, the important time. Your fathers have lived, died, and have done their work, and have done much of it well. You live and must die, and you must do your work. You have no right to enjoy a child’s share in the labor of your fathers, unless your children are to be blest by your labors. You have no right to wear out and waste the hard-earned fame of your fathers to cover your indolence. Sydney Smith tells us that men seldom eulogize the wisdom and virtues of their fathers, but to excuse some folly or wickedness of their own. This truth is not a doubtful one. There are illustrations of it near and remote, ancient and modern. It was fashionable, hundreds of years ago, for the children of Jacob to boast, we have “Abraham to our father,” when they had long lost Abraham’s faith and spirit. That people contented themselves under the shadow of Abraham’s great name, while they repudiated the deeds which made his name great. Need I remind you that a similar thing is being done all over this country to-day? Need I tell you that the Jews are not the only people who built the tombs of the prophets, and garnished the sepulchres of the righteous? Washington could not die till he had broken the chains of his slaves. Yet his monument is built up by the price of human blood, and the traders in the bodies and souls of men, shout —”We have Washington to our father.”—Alas! that it should be so; yet so it is.

The evil that men do, lives after them, The good is oft’ interred with their bones.

And this:

At a time like this, scorching irony, not convincing argument, is needed. O! had I the ability, and could I reach the nation’s ear, I would, to-day, pour out a fiery stream of biting ridicule, blasting reproach, withering sarcasm, and stern rebuke. For it is not light that is needed, but fire; it is not the gentle shower, but thunder. We need the storm, the whirlwind, and the earthquake. The feeling of the nation must be quickened; the conscience of the nation must be roused; the propriety of the nation must be startled; the hypocrisy of the nation must be exposed; and its crimes against God and man must be proclaimed and denounced.

What, to the American slave, is your Fourth of July? I answer: a day that reveals to him, more than all other days in the year, the gross injustice and cruelly to which he is the constant victim. To him, your celebration is a sham; your boasted liberty, an unholy license; your national greatness, swelling vanity; your sounds of rejoicing are empty and heartless; your denunciations of tyrants, brass fronted impudence; your shouts of liberty and equality, hollow mockery; your prayers and hymns, your sermons and thanksgivings, with all your religious parade, and solemnity, are, to him, mere bombast, fraud, deception, impiety, and hypocrisy—a thin veil to cover up crimes which would disgrace a nation of savages. There is not a nation on the earth guilty of practices, more shocking and bloody, than are the people of these United States, at this very hour.

Douglass said a lot that could apply to us today, which is why it is worth reading the whole speech. (And I’m thinking now I may teach it next year. We’ll see.)

But, since I have now gone on for far too long (Not gonna feel bad. Storyteller. Also, I was quoting.), let me get to my purpose: the reason why I wanted to talk about these three men and their writings on this day, the Fourth of July.

Because all three of these men represent hope.

If they did not believe that this nation could exist in its ideal state, or at least that it could come closer and that approaching that ideal would be better than moving away from it, they would never have said what they did. None of them lived in this nation in its ideal state, and probably none of them thought they ever would live in that nation: but they all believed it (or something close to it) could exist, and that that wonderful reality was worth fighting for. I know because all three fought to achieve it, for essentially all of their adult lives, with all of the considerable powers at their disposal. They fought, for years, for decades, in the face of insurmountable odds, of endless trudging through swamps of opposition, the stinking mud sticking to them and tainting everything they did and everything they saw, making absolutely no progress, for longer than some people have to live their whole lives.

But they kept fighting. Because they believed they could succeed. They did not give up. No matter what.

That’s what optimism is. It’s determination, and belief. It is hope. It doesn’t have to be based on reality and an understanding of the truth and the terrible odds stacked against us: but when it is based on that, it is that much stronger, that much more potent. That much more indomitable.

I don’t know if I’m indomitable. But I do know I’m stubborn as fuck. And maybe that’s the same thing.

I don’t know if I have that kind of optimism. But I hope I do: and so I’m going to keep fighting, and keep trying, and keep writing. Because I think that my purpose, and my ideals, are worth all of that effort, and all of that fight, and all of that struggle. And because I believe that the world I dream of is possible. Even if I never see it.

But I hope I do. And I hope you will, too.

Happy Independence Day.