74 Chapter 2 Education and Learning
75
k n e w c o u l d w r i t e , I w o u l d tell h i m I could w r i t e as w e l l ashe. T h e
next w o r d w o u l d be, " 1d o n ' t believe y o u . L e tm e see y o u t r y i t . " I
w o u l d t h e n m a k e t h e letters w h i c h I h a d been s ofortunate as t o
learn, a n d a s k h i m t o beat that. I n this w a y I g o t a g o o d m a n y les-
sons i nw r i t i n g , w h i c h it is quite possible I s h o u l d never have got-
ten i n a n y o t h e r w a y . D u r i n g this t i m e , m y c o p y - b o o k w a s t h e
board fence, brick w a l l , a n d p a v e m e n t ; m y p e n a n d i n k w a s a
l u m p o f chalk. W i t h these, I learned m a i n l y h o w t o w r i t e . I t h e n
c o m m e n c e d a n dc o n t i n u e d c o p y i n g t h e Italics i n W e b s t e r ' s S p e l l i n g
Book, until I could make t h e m all w i t h o u tlooking o n t h ebook. B y
this t i m e , m ylittle M a s t e r T h o m a s h a d gone t o school, a n d
learned h o w t owrite, a n d h a d w r i t t e n over a n u m b e r o f copy-
books. These h a d been brought home, a n d s h o w n to some o fo u r
near neighbors, a n d t h e n l a i d aside. M y mistress used t og o t o
class m e e t i n g a t t h e W i l k Street m e e t i n g h o u s e e v e r y M o n d a y af-
t e r n o o n , a n d leave m e t o take care o f t h e house. W h e n left thus, I
used t o s p e n d t h e t i m e i n w r i t i n g i n t h e spaces left i n M a s t e r
Thomas's copy-book, copying w h a t he had written. I continued to
do this until I could w r i t e a hand very similar t o that o f Master
T h o m a s . T h u s , after a l o n g , tedious effort foryears, I f i n a l l y suc-
ceeded i n learning h o w t o write.
1845
Graduation
MayaAngelou
The children i nStamps' trembled visibly with anticipation. Some i
adults w e r e excited too, b u t t o be certain t h e w h o l e y o u n g p o p u -
lation h a d c o m e d o w n w i t h g r a d u a t i o n e p i d e m i c . L a r g e classes
were graduating f r o m b o t h the g r a m m a r school a n d the h i g h
school. E v e n those w h o w e r e years r e m o v e d f r o m their o w n d a y
of glorious release w e r e a n x i o u s t ohelp w i t h preparations as a
'A rural, segregated town in Arkansas.
Graduation Maya Angelou
kind of d r yr u n . T h ejunior students w h o were m o v i n g into the
vacating classes' chairs w e r e t r a d i t i o n - b o u n d t o s h o w t h e i r talents
for l e a d e r s h i p a n d m a n a g e m e n t . T h e y s t r u t t e d t h r o u g h t h e school
and a r o u n d t h e c a m p u s exerting pressure o n t h e l o w e r grades.
T h e i r a u t h o r i t y w a s so n e w that occasionally i f t h e y pressed a lit-
tle t o o h a r d i t h a d t o b e o v e r l o o k e d . A f t e r a l l , n e x t t e r m w a s c o m -
ing, a n d i t n e v e r h u r t a s i x t h grader t o h a v e a p l a y sister i n t h e
eighth grade, o ra tenth-year student t o b e able t o call a twelfth
grader Bubba. S o a l l w a s endured i n a spirit o f shared under-
s t a n d i n g . B u t t h e g r a d u a t i n g classes t h e m s e l v e s w e r e t h e n o b i l i t y .
Like travelers w i t h exotic destinations o n their m i n d s , the gradu-
ates w e r e r e m a r k a b l y f o r g e t f u l . T h e y c a m e t o s c h o o l w i t h o u t their
books, o r tablets o r e v e n pencils. Volunteers fell o v e r themselves
to s e c u r e r e p l a c e m e n t s f o r t h e m i s s i n g e q u i p m e n t . W h e n ac-
cepted, t h ew i l l i n g w o r k e r s m i g h t o r m i g h t n o t b e t h a n k e d , a n d it
was o fn o importance t ot h e pregraduation rites. E v e n teachers
were respectful of then o w quiet a n daging seniors, a n dtended to
speak to t h e m , i f n o tasequals, asbeing o n l y slightly l o w e r t h a n
t h e m s e l v e s . A f t e r tests w e r e r e t u r n e d a n d g r a d e s g i v e n , t h e s t u -
dent body, w h i c h acted like a n extended family, k n e w w h o d i d
well, w h o excelled, a n dw h a t piteous ones h a d failed.
U n l i k e t h e w h i t e h i g h school, Lafayette C o u n t y Training
School distinguished itself b y h a v i n g neither l a w n , n o r hedges,
n o r t e n n i s c o u r t , n o r c l i m b i n g i v y . Its t w o b u i l d i n g s ( m a i n class-
r o o m s , t h e grade school a n d h o m e economics) w e r e set o n a dirt
hill w i t h n o fence t o limit either itsboundaries o r those o f border-
ing farms. T h e r e w a s a large expanse t o t h e left o f t h e school
w h i c h w a s used alternately as a baseball d i a m o n d o r basketball
court. Rusty hoops o n s w a y i n g poles represented t h e p e r m a n e n t
recreational e q u i p m e n t , a l t h o u g h bats a n d balls c o u l d b e bor-
r o w e d f r o m the R E . teacher if the borrower w a s qualified a n d i f
the d i a m o n d w a s n ' t occupied.
O v e r this r o c k y area relieved b y a f e ws h a d y tall p e r s i m m o n
trees t h e g r a d u a t i n g class w a l k e d . T h e girls o f t e n h e l d h a n d s a n d
no longer bothered to speak to the lower students. There w a s a
sadness about t h e m , asi f this o l dw o r l d w a s n o t their h o m e a n d
they w e r e b o u n d f o rhigher g r o u n d . T h eboys, o n t h e other h a n d ,
had become m o r e friendly, more outgoing. A decided change
 Chapter 2 Education and Learning Graduation Maya Angelou
76 77

f r o m the closed attitude they projected w h i l e s t u d y i n g for finals. T h e days had b e c o m e longer a n d m o r e noticeable. T h e faded
N o w t h e y s e e m e d n o t r e a d y to give u p the o l d school, the f a m i l - beige of f o r m e r times h a d been replaced w i t h strong a n d sure col-
iar paths a n d classrooms. O n l y a s m a l l percentage w o u l d be con- o r s . I b e g a n t o see m y c l a s s m a t e s ' c l o t h e s , t h e i r s k i n t o n e s , a n d t h e
tinuing o n to college—one of the South's A& M (agricultural and dust that w a v e d off pussy w i l l o w s . C l o u d s that lazed across the
mechanical) schools, w h i c h trained N e g r o y o u t h s to b e carpen- s k y w e r e objects of great concern to m e . T h e i r shiftier shapes m i g h t
ters, farmers, h a n d y m e n , masons, m a i d s , cooks a n d baby nurses. have h e l d a message that i n m y n e w happiness a n d w i t h a little
Their future rode heavily o n their shoulders, a n d blinded t h e m to bit of t i m e I ' d soon decipher. D u r i n g that p e r i o d I l o o k e d a t the
the collective joy that had pervaded the lives of the boys a n d girls arch o fh e a v e n s o religiously m y neck k e p t a steady ache. I had
i n t h e g r a m m a r s c h o o l g r a d u a t i n g class. taken to smiling m o r e often, and m y jaws h u r t f r o m the unaccus-
Parents w h o could afford it had ordered n e w shoes and ready- 4 t o m e d activity. Between the t w o physical sore spots, I suppose I
m a d e clothes for themselves f r o m Sears and Roebuck o r M o n t - c o u l d h a v e b e e n u n c o m f o r t a b l e , b u t t h a t w a s n o t t h e case. A s a
g o m e r y W a r d . T h e y also e n g a g e d t h e best s e a m s t r e s s e s t o m a k e m e m b e r o f t h e w i n n i n g t e a m (the g r a d u a t i n g class o f 1940) I h a d
the floating graduating dresses a n d t ocut d o w n secondhand outdistanced unpleasant sensations b y miles. I w a s headed for the
pants w h i c h w o u l d b epressed to a m i l i t a r yslickness for the i m - f r e e d o m of o p e n fields.
portant event. Y o u t h a n d social a p p r o v a l allied themselves w i t h m e a n d w e
O h , it was important, all right. W h i t e f o l k s w o u l d attend the 5 t r a m m e l e d m e m o r i e s of slights and insults. T h e w i n d of o u r s w i f t
ceremony, and t w o or three w o u l d speak of G o d and home, and passage r e m o d e l e d m y features. Lost tears w e r e p o u n d e d to m u d
t h e S o u t h e r n w a y of life, a n d M r s . Parsons, the principal's w i f e , a n d t h e n to dust. Years of w i t h d r a w a l w e r e brushed aside a n d left
w o u l d play the graduation march w h i l e the lower-grade gradu- behind, ash a n g i n g ropes of parasitic moss.
ates p a r a d e d d o w n the aisles a n d t o o k their seats b e l o w the plat- M y w o r k alone had awarded m e a top place and I w a s going
f o r m . T h e h i g h school seniors w o u l d wait i n e m p t y classrooms to to b eone of the first called i n the g r a d u a t i n g ceremonies. O n the
m a k e their dramatic entrance. classroom blackboard, aswell ason the bulletin board i n the au-
In the Store I w a s the person of the m o m e n t . T h e birthday girl, e d i t o r i u m , there w e r e b l u e stars a n d w h i t e stars a n d r e d stars. N o
T h e center. Bailey h a d g r a d u a t e d the year before, a l t h o u g h to d o absences, n o tardinesses, a n d m y academic w o r k w a s a m o n g the
so he h a d h a d to forfeit all pleasures to m a k e u p for his t i m e lost best of the year. I c o u l d say the p r e a m b l e t o the C o n s t i t u t i o n e v e n
faster t h a n Bailey. W et i m e d ourselves often: "Wethepeople-
in Baton Rouge.
oftheUnitedStatesinordertoformamoreperfectunion. ..." I had
M y class w a s w e a r i n g b u t t e r - y e l l o w p i q u e dresses, a n d M o m m a 7
m e m o r i z e d the Presidents of the U n i t e d States f r o m W a s h i n g t o n
l a u n c h e d o u t o n m i n e . She s m o c k e d the y o k e i n t o t i n y crisscross-
to Roosevelt i n chronological asw e l l asalphabetical order.
i n g p u c k e r s , t h e n s h i r r e d t h e rest o f t h e bodice. H e r d a r k fingers
M y hair pleased m e too. G r a d u a l l y the black mass h a d length-
d u c k e d i n a n d o u t o f t h e l e m o n y c l o t h as s h e e m b r o i d e r e d r a i s e d
ened a n d thickened, s othat it kept a t last to its b r a i d e d p a t t e r n ,
daisies a r o u n d the h e m . Before she considered herself finished
a n d I d i d n ' t h a v e to y a n k m y scalp off w h e n I tried to c o m b it.
she h a d added a crocheted cuff o n the puff sleeves, a n d a p o i n t
Louise a n d I h a d rehearsed the exercises u n t i l w e tired out
crocheted collar.
o u r s e l v e s . H e n r y R e e d w a s class v a l e d i c t o r i a n . H e w a s a s m a l l ,
I w a s going to b elovely. A w a l k i n g m o d e l of all the various s
v e r y black b o y w i t h h o o d e d eyes, a long, b r o a d nose a n d a n o d d l y
styles of fine h a n d s e w i n g a n d it d i d n ' t w o r r y m e that I w a s o n l y
shaped head. I had admired h i m for years because each t e r m h e
t w e l v e years o l d and merely graduating f r o m the eighth grade.
a n d I v i e d f o r the best grades i n o u r class. M o s t o f t e n he bested
Besides, m a n y teachers i n Arkansas Negro schools h a d o n l y that
me, but instead o f being disappointed I w a s pleased that w e
d i p l o m a a n d w e r e licensed to i m p a r t w i s d o m .
78 Chapter 2 Education and Learning
shared t o p places b e t w e e n us. L i k e m a n y S o u t h e r n Black children,
h e l i v e d w i t h h i s g r a n d m o t h e r , w h o w a s as strict a s M o m m a a n d
as k i n d a s s h e k n e w h o w t o be. H e w a s c o u r t e o u s , r e s p e c t f u l a n d
soft-spoken to elders, but o n the p l a y g r o u n d he chose to play the
roughest games. I admired h i m . A n y o n e , I reckoned, sufficiently
afraid or sufficiently d u l l c o u l d be polite. But to be able to operate
at a t o p l e v e l w i t h b o t h a d u l t s a n d c h i l d r e n w a s a d m i r a b l e .
H i s valedictory speech w a s entitled "To Be o r N o t to Be." T h e
rigid tenth-grade teacher h a d helped h i m w r i t e it. H e ' d been
w o r k i n g o n the d r a m a t i c stresses for m o n t h s .
T h e w e e k s u n t i l g r a d u a t i o n w e r e filled w i t h heady activities.
A g r o u p o fsmall children w e r e to b e presented i n a play about
buttercups a n d daisies a n d b u n n y rabbits. T h e y could b e heard
t h r o u g h o u t the b u i l d i n g practicing their hops a n d their little songs
that s o u n d e d l i k e silver bells. T h e o l d e r girls (non-graduates, o f
course) w e r e assigned the task o fm a k i n g refreshments for the
night's festivities. A tangy scent of ginger, c i n n a m o n , n u t m e g a n d
chocolate w a f t e d a r o u n d the h o m e economics b u i l d i n g as the
b u d d i n g cooks m a d e samples f o r themselves a n d their teachers.
I n e v e r y corner o f the w o r k s h o p , axes a n d s a w s split fresh
t i m b e r as t h e w o o d s h o p b o y s m a d e sets a n d stage scenery. O n l y
t h e graduates w e r e left o u t o f the g e n e r a l bustle. W e w e r e free t o
sit i n the l i b r a r y a t the b a c k of the b u i l d i n g o rl o o k i n q u i t e de-
tachedly, naturally, o n the measures being taken for o u r event.
E v e n the minister preached o n g r a d u a t i o n the S u n d a y before.
H i s s u b j e c t w a s , " L e t y o u r l i g h t s o s h i n e t h a t m e n w i l l see y o u r
g o o d w o r k s a n d praise y o u r Father, W h o is i n H e a v e n . " A l t h o u g h
t h e s e r m o n w a s p u r p o r t e d to be addressed to us, he u s e d the occa-
sion to speak to backsliders, gamblers a n d general ne'er-do-wells.
B u t since h e h a d called o u r n a m e s a tthe b e g i n n i n g of the service
w e were mollified.
A m o n g Negroes the t r a d i t i o nw a s to give presents to children
going o n l y f r o m one grade to another. H o w m u c h m o r e i m p o r t a n t
t h i s w a s w h e n t h e p e r s o n w a s g r a d u a t i n g at t h e t o p o f t h e class.
U n c l e W i l l i e a n d M o m m a h a d sent a w a y for a M i c k e y M o u s e w a t c h
like Bailey's. Louise gave m e four embroidered handkerchiefs. ( I
g a v e her crocheted doilies.) M r s . Sneed, the m i n i s t e r ' s w i f e , m a d e
Graduation Maya Angelou
79
m e a n undershirt to w e a r for graduation, a n d nearly every cus-
tomer gave m e a nickel o r maybe even a d i m e w i t h the in-
struction, "Keep o nm o v i n g t o higher g r o u n d , " o r some such
encouragement.
A m a z i n g l y the great d a y finally d a w n e d a n d I w a s o u t of bed
b e f o r e I k n e w i t . I t h r e w o p e n t h e b a c k d o o r t o see i t m o r e clearly,
b u t M o m m a said, "Sister, c o m e a w a y f r o m t h a t d o o r a n d p u t y o u r
robe o n . "
I hoped the m e m o r y of that m o r n i n g w o u l d never leave me.
S u n l i g h t w a s itself y o u n g , and the d a y h a d n o n e of the insistence
m a t u r i t y w o u l d bring it i n a f e w hours. I n m y robe a n d barefoot i n
t h e b a c k y a r d , u n d e r c o v e r o f g o i n g t o see a b o u t m y n e w b e a n s , I
gave m y s e l f u p t othe gentle w a r m t h a n d t h a n k e d G o d that n o
m a t t e r w h a t evil I h a d d o n e i n m y life H e h a d a l l o w e d m e t o live
t o see t h i s d a y . S o m e w h e r e i n m y f a t a l i s m I h a d e x p e c t e d t o d i e ,
accidentally, a n d never have the chance to w a l k u p the stairs i n
the a u d i t o r i u m a n d gracefully receive m y hard-earned d i p l o m a .
O u t of God's merciful bosom I had w o n reprieve.
Bailey came out i n his robe and gave m e a box w r a p p e d i n
C h r i s t m a s paper. H e said h eh a d saved his m o n e y for m o n t h s
to p a y for it. I tfelt like a box o f chocolates, but I k n e w Bailey
w o u l d n ' t save m o n e y to b u y candy w h e n w e had all w e could
w a n t u n d e r o u r noses.
H e w a s as proud of the gift as I . It w a s a soft-leather-bound-
c o p y of a collection of p o e m s b y E d g a r A l l a n Poe, or, asBailey a n d
I called h i m , "Eap." I t u r n e d to " A n n a b e l L e e " a n d w e w a l k e d u p
a n d d o w n the g a r d e n r o w s , the c o o l d i r t b e t w e e n o u r toes, recit-
i n g the b e a u t i f u l l y sad lines.
M o m m a m a d e a S u n d a y breakfast a l t h o u g h it w a s o n l y Fri-
d a y A f t e r w e finished the blessing, I opened m y eyes to find the
w a t c h o nm y plate. I t w a s a d r e a m o fa d a y E v e r y t h i n g w e n t
s m o o t h l y a n d to m y credit. I d i d n ' t h a v e to be r e m i n d e d or scolded
for a n y t h i n g . N e a r e v e n i n g I w a s too jittery t o attend to chores, s o
Bailey volunteered to d o all before his bath.
D a y s before, w e h a d m a d e a sign for the Store, a n d as w e
turned out the lights M o m m a h u n g the cardboard over the door-
k n o b . It read clearly: C L O S E D . G R A D U A T I O N .
80 Chapter 2 Education and Learning
M y dress fitted perfectly a n d everyone said that I looked like a
s u n b e a m i n it. O n the hill, g o i n g t o w a r d the school. Bailey w a l k e d
b e h i n d w i t h Uncle WilUe, w h o muttered, " G o on, Ju." H e w a n t e d
h i m to w a l k ahead w i t h us because it embarrassed h i m to have to
w a l k s o s l o w l y . B a i l e y said h e ' d let t h e ladies w a l k together, a n d
t h e m e n w o u l d b r i n g u p t h e rear. W e a l l l a u g h e d , nicely.
Little children dashed b y o u t of the d a r k like fireflies. T h e i r
crepe-paper dresses a n d butterfly w i n g s w e r e not m a d e for r u n -
ning and w e heard more than one rip, dryly,and the regretful " u h
u h " that followed.
T h e school blazed w i t h o u t gaiety. T h e w i n d o w s s e e m e d cold
a n d u n f r i e n d l y f r o m the l o w e r hill. A sense of ill-fated t i m i n g crept
o v e r m e , a n d if M o m m a h a d n ' t reached for m y h a n d I w o u l d h a v e
drifted back to Bailey and Uncle Willie, and possibly beyond. She
m a d e a f e w s l o w jokes a b o u t m y feet getting cold, a n d t u g g e d m e
along to the now-strange building.
A r o u n d the f r o n t steps, assurance came back. T h e r e w e r e m y
f e l l o w "greats," t h e g r a d u a t i n g class. H a i r b r u s h e d b a c k , legs o i l e d ,
n e w dresses a n d pressed pleats, fresh pocket handkerchiefs a n d
little handbags, all h o m e s e w n . O h , w e were u p to snuff, all right.
I j o i n e d m y c o m r a d e s a n d d i d n ' t e v e n see m y f a m i l y g o i n t o f i n d
seats i n the c r o w d e d a u d i t o r i u m .
T h e s c h o o l b a n d struck u p a m a r c h and a l l classes f i l e d i n a s
h a d been rehearsed. W e s t o o d i n f r o n t of o u r seats, as assigned,
a n d o n a s i g n a l f r o m t h e c h o i r d i r e c t o r , w e sat. N o s o o n e r h a d t h i s
been accomplished t h a n the band started to play the national an-
t h e m . W e rose a g a i n a n d s a n g the s o n g , after w h i c h w e recited t h e
pledge of allegiance. W e r e m a i n e d standing for a brief m i n u t e be-
fore the choir director and the principal signaled to us, rather des-
perately I t h o u g h t , t o take o u r seats. T h e c o m m a n d w a s s o
u n u s u a l that our carefully rehearsed and s m o o t h - r u n n i n g m a -
chine w a s t h r o w n off. For a full m i n u t e w e f u m b l e d for o u r chairs
and b u m p e d into each other a w k w a r d l y Habits change or solid-
i f y u n d e r pressure, so i n o u r state o f n e r v o u s t e n s i o n w e h a d b e e n
ready t o f o l l o w o u r usual assembly pattern: the A m e r i c a n na-
t i o n a l a n t h e m , t h e n the pledge of allegiance, t h e n the song e v e r y
Black p e r s o n I k n e w called the N e g r o N a t i o n a l A n t h e m . A l l d o n e
Graduation Maya Angelou 81
in the same key, w i t h the same passion a n d m o s t often standing
on the same foot.
F i n d i n g m y seat at last, 1w a s o v e r c o m e w i t h a p r e s e n t i m e n t
of w o r s e things to come. Something unrehearsed, unplanned, w a s
going to happen, a n d w e w e r e g o i n g to be m a d e to l o o k bad. I dis-
tinctly remember being explicit i n the choice of p r o n o u n . It w a s
" w e , " t h e g r a d u a t i n g class, t h e u n i t , that c o n c e r n e d m e t h e n .
The principal welcomed "parents and friends" and asked the
Baptist minister to lead us i n prayer. H i s invocation w a s brief a n d
punchy, and for a second I thought w e w e r e getting o n the h i g h
road t oright action. W h e n the principal c a m e back t othe dais,
h o w e v e r , his voice had changed. Sounds a l w a y s affected m e p r o -
f o u n d l y and the principal's voice w a s one of m y favorites. D u r i n g
assembly it melted and l o w e d w e a k l y into the audience. I t had
not been i n m y p l a n to listen to h i m , but m y curiosity w a s p i q u e d
and I straightened u p to give h i m m y attention.
H e w a s talking about Booker T. W a s h i n g t o n , o u r "late great
leader," w h o said w e can b e as close as the fingers o n the h a n d ,
etc T h e n he said a f e w vague things a b o u t friendship a n d the
f r i e n d s h i p o f k i n d l y people t o those less f o r t u n a t e t h a n t h e m -
selves. W i t h t h a t his voice n e a r l y f a d e d , t h i n , a w a y . L i k e a r i v e r d i -
m i n i s h i n g t oa stream a n d then t oa trickle. But h e cleared his
t h r o a t a n d said, " O u r speaker tonight, w h o is also o u r f r i e n d ,
came f r o m Texarkana to deliver the c o m m e n c e m e n t address, b u t
d u e to the irregularity of the t r a i n schedule, he's g o i n g to, as t h e y
say, ' s p e a k a n d r u n . ' " H e s a i d t h a t w e u n d e r s t o o d a n d w a n t e d t h e
m a n to k n o w that w e w e r e m o s t grateful for the t i m e he w a s able
to give us a n d t h e n s o m e t h i n g a b o u t h o w w e w e r e w i l l i n g a l w a y s
to adjust t o a n o t h e r ' s p r o g r a m , a n d w i t h o u t m o r e a d o — " I g i v e
you Mr. Edward Donleavy."
N o t one b u t t w o w h i t e m e n c a m e t h r o u g h the d o o r off-stage.
T h e shorter one w a l k e d to the speaker's p l a t f o r m , a n d the tall one
m o v e d t o t h e center seat a n d sat d o w n . B u t t h a t w a s o u r p r i n c i p a l ' s
seat, a n d a l r e a d y occupied. T h e d i s l o d g e d g e n t l e m a n b o u n c e d
a r o u n d for a long breath or t w o before the Baptist minister gave
h i m his chair, t h e n w i t h m o r e d i g n i t y t h a n t h e s i t u a t i o n deserved,
the m i n i s t e r w a l k e d off the stage.

82 Chapter 2 Education and Learning
D o n l e a v y l o o k e d a t t h e a u d i e n c e o n c e ( o n r e f l e c t i o n , I ' m s u r e 34
that he w a n t e d o n l y to reassure himself that w e were really there),
adjusted his glasses a n d began to read f r o m a sheaf of papers.
H e w a s g l a d " t o b e h e r e a n d t o s e e t h e w o r k g o i n g o n j u s t a s 35
it w a s i n the other schools."
A t t h e f i r s t " A m e n " f r o m t h e a u d i e n c e I w i l l e d t h e o f f e n d e r t o 36
i m m e d i a t e d e a t h b y c h o k i n g o n t h e w o r d . But A m e n s a n d Yes, sir's
began to fall a r o u n d the r o o m like rain through a ragged umbrella.
H e t o l d u s o f t h e w o n d e r f u l c h a n g e s w e c h i l d r e n i n S t a m p s 37
h a d i n store. T h e C e n t r a l School (naturally, the w h i t e school w a s
Central) had already been granted improvements that w o u l db e
in u s e i n the fall. A w e l l - k n o w n artist w a s c o m i n g f r o m Little R o c k
to teach art to them. T h e y w e r e going to have the newest m i c r o -
scopes a n d chemistry e q u i p m e n t for the laboratory. M r . D o n l e a v y
d i d n ' t leave us l o n g i n the d a r k over w h o m a d e these i m p r o v e -
m e n t s available to C e n t r a l H i g h . N o r w e r e w e to be i g n o r e d i n the
general betterment scheme he had in m i n d .
H e s a i d t h a t h e h a d p o i n t e d o u t t o p e o p l e a t a v e r y h i g h l e v e l 38
t h a t one of the first-line football tacklers at Arkansas A g r i c u l t u r a l
anci Mechanical College h a d graduated f r o m good o l d Lafayette
C o u n t y Training School. Here fewer A m e n ' s were heard. Those
f e w t h a t d i d b r e a k t h r o u g h l a y d u l l y i n t h e air w i t h t h e h e a v i n e s s
of babit.
H e w e n t o n t o p r a i s e u s . H e w e n t o n t o s a y h o w h e h a d b r a g g e d 39
t h a t " o n e of the best basketball players a tFisk sank his first ball
r i g h t here at Lafayette C o u n t y T r a i n i n g School."
T h e w h i t e k i d s w e r e g o i n g t o h a v e a c h a n c e t o b e c o m e 40
Galileos and M a d a m e Curies and Edisons and Gauguins, and our
b o y s ( t h e g i r l s w e r e n ' t e v e n i n o n i t ) w o u l d t r y t o be Jesse O w e n s e s
a n d Joe L o u i s e s .
O w e n s a n d the B r o w n B o m b e r w e r e great heroes i n o u r w o r l d , 4 1
b u t w h a t school official i n the w h i t e - g o d d o m of Little Rock had
t h e r i g h t t o decide that those t w o m e n m u s t be o u r o n l y heroes?
W h o decided that for H e n r y Reed to b e c o m e a scientist he h a d to
w o r k like George W a s h i n g t o n Carver, asa bootblack, t ob u y a
lousy microscope? Bailey was obviously always going to b e too
s m a l l t ob e a nathlete, s o w h i c h concrete angel glued t o w h a t
c o u n t y seat h a d decided that if m y brother w a n t e d to b e c o m e a
Graduation Maya Angelou
83
lawyer he had to first pay penance for his skin by picking cotton
a n d h o e i n g c o r n a n d s t u d y i n g c o r r e s p o n d e n c e b o o k s at n i g h t f o r
t w e n t y years?
T h e man's dead w o r d s fell like bricks a r o u n d the a u d i t o r i u m
a nd too m a n y settled i n m y belly Constrained b y hard-learned
m a n n e r s I couldn't l o o k b e h i n d m e , but to m y left a n d right the
p r o u d g r a d u a t i n g class o f 1940 h a d d r o p p e d t h e i r heads. E v e r y
girl i n m y r o w had f o u n d s o m e t h i n g n e w to d o w i t h her handker-
chief. S o m e f o l d e d the t i n y squares i n t o love k n o t s , s o m e i n t o tri-
angles, b u t m o s t w e r e w a d d i n g t h e m , t h e n pressing t h e m flat o n
their y e l l o w laps.
O n the dais, the ancient tragedy w a s being replayed. Profes-
s o r P a r s o n s sat, a s c u l p t o r ' s reject, r i g i d . H i s l a r g e , h e a v y b o d y
seemed d e v o i d of w i l l or willingness, a n d his eyes said he w a s n o
longer w i t h us. T h e other teachers e x a m i n e d the flag ( w h i c h w a s
draped stage right) or their notes, or the w i n d o w s w h i c h opened
on our now-famous playing diamond.
Graduation, the h u s h - h u s h magic time of frills a n d gifts a n d
congratulations a n d diplomas, w a s finished for m e before m y n a m e
w a s called. T h e accomplishment w a s n o t h i n g . T h e m e t i c u l o u s
maps, d r a w n i n three colors of ink, learning a n d spelling decasyl-
l a b i c w o r d s , m e m o r i z i n g t h e w h o l e o f The Rape ofLucrece—it was
for nothing. D o n l e a v y had exposed us.
W e were maids and farmers, handymen and washerwomen,
a n d a n y t h i n g higher that w easpired t ow a s farcical a n d pre-
sumptuous.
T h e n I w i s h e d that Gabriel Prosser a n d N a t T u r n e r h a d killed
all w h i t e f o l k s i n their beds a n d that A b r a h a m L i n c o l n h a d been
assassinated before the signing of the E m a n c i p a t i o n Proclamation,
and that Harriet T u b m a n had been killed b y that b l o w o n her
h e a d a n d C h r i s t o p h e r C o l u m b u s h a d d r o w n e d i n t h e Santa Maria.
It w a s a w f u l to be a N e g r o a n d h a v e n o c o n t r o l o v e r m y life. It
w a s b r u t a l to b ey o u n g a n d already trained t o sit q u i e t l y a n d lis-
ten t ocharges b r o u g h t against m y color w i t h n ochance o f de-
fense. W e s h o u l d a l l be d e a d . I t h o u g h t I s h o u l d l i k e t o see u s a l l
dead, one o n top of the other. A p y r a m i d of flesh w i t h the w h i t e -
folks o n the b o t t o m , as the b r o a d base, t h e n the I n d i a n s w i t h their
silly t o m a h a w k s a n d teepees a n d w i g w a m s a n d treaties, t h e
84 Chapter 2 Education and Learning
Negroes w i t h their m o p s a n d recipes and cotton sacks a n d spiri-
tuals sticking o u t of their m o u t h s . T h e D u t c h children should all
s t u m b l e i n their w o o d e n shoes a n d break their necks. T h e F r e n c h
s h o u l d choke to death o n the L o u i s i a n a Purchase (1803) w h i l e silk-
w o r m s ate a ll the Chinese w i t h t h e i r s t u p i d pigtails. A s a species,
w e w e r e an abomination. A l l of us.
D o n l e a v y w a s r u n n i n g for election, and assured o u r parents
that if he w o n w e could count o n having the only colored paved
playing field i n that part of Arkansas. A l s o — h e never looked u p
to a c k n o w l e d g e the grunts of acceptance—also, w e w e r e b o u n d to
get s o m e n e w e q u i p m e n t f o r t h e h o m e economics b u i l d i n g a n d
the w o r k s h o p .
H e finished, and since there w a s no need to give a n y m o r e
than the most perfunctory thank-you's, he nodded to the m e n o n
the stage, a n d the tall w h i t e m a n w h o w a s never i n t r o d u c e d
joined h i m a tthe door. T h e y left w i t h the attitude that n o w they
w e r e off t os o m e t h i n g really i m p o r t a n t . (The g r a d u a t i o n cere-
monies at Lafayette C o u n t y Training School had been a mere
preliminary.)
T h e ugliness they left w a s palpable. A n u n i n v i t e d guest w h o
w o u l d n ' t leave. The choir w a s s u m m o n e d and sang a m o d e r n
arrangement o f" O n w a r d , Christian Soldiers," w i t h n e w w o r d s
pertaining t ograduates seeking their place i n the w o r l d . But i t
d i d n ' t w o r k . Elouise, the daughter of the Baptist minister, recited
" I n v i c t u s , " a n d I c o u l d h a v e cried at the i m p e r t i n e n c e o f " I a m the
m a s t e r of m y fate, 1 a m the captain of m y soul."
M y n a m e h a d lost its r i n g o f familiarity a n d I had t o b e
n u d g e d to g o a n d receive m y d i p l o m a . A l l m y preparations h a d
fled. I neither marched u p to the stage like a conquering A m a z o n ,
n o r d i d I l o o k i n the audience for Bailey's n o d of a p p r o v a l . M a r -
guerite Johnson,^ 1heard the n a m e again, m y honors w e r e read,
there w e r e noises i n the audience of appreciation, a n d I took m y
p l a c e o n t h e s t a g e as r e h e a r s e d .
I t h o u g h t about colors I hated: ecru, puce, lavender, beige a n d
black.
^Maya Angelou was born Marguerite Johnson in 1928; married Tosh Angelou
(divorced 1952); took the name of Maya Angelou in her early twenties.
Graduation Maya Angelou
85
There was shuffling and rustling around me, then H e n r y Reed
w a s g i v i n g his v a l e d i c t o r y address, " T o Be o r N o t to Be." H a d n ' t
h e h e a r d t h e w h i t e f o l k s ? W e c o u l d n ' t be, s o t h e q u e s t i o n w a s a
w a s t e of t i m e . H e n r y ' s voice c a m e o u t clear a n d strong. I feared t o
l o o k at h i m . H a d n ' t h e g o t t h e m e s s a g e ? T h e r e w a s n o " n o b l e r i n
the m i n d " for Negroes because the w o r l d didn't think w e had
m i n d s , a n d t h e y let us k n o w it. " O u t r a g e o u s f o r t u n e " ? N o w , that
w a s a joke. W h e n the c e r e m o n y w a s over I h a d to tell H e n r y Reed
s o m e things. T h a t is, i fI still cared. N o t " r u b , " H e n r y , "erase."
" A h , there's the erase." Us.
H e n r y h a d been a g o o d student i n elocution. H i s voice rose o n
tides o f promise a n d fell o n w a v e s o f w a r n i n g s . T h e English
teacher h a d helped h i m to create a s e r m o n w i n g i n g t h r o u g h H a m -
let's soliloquy. To b e a m a n , a doer, a builder, a leader, o rto b e a
tool, an u n f u n n y joke, a crusher of f u n k y toadstools. I marveled
that H e n r y could go t h r o u g h w i t h the speech as if w e h a d a choice.
1 had been listening and silently rebutting each sentence w i t h
m y eyes closed; t h e n there w a s a h u s h , w h i c h i n a n audience w a r n s
that something unplanned is happening. 1 looked u pand saw
H e n r y Reed, the conservative, the proper, the A student, t u r n his
b a c k to t h e audience a n d t u r n t o us (the p r o u d g r a d u a t i n g class o f
1940) a n d sing, n e a r l y speaking,
"Lift ev'ry voice and sing ^
Till earth and heaven ring
R i n g w i t h t h e h a r m o n i e s o f L i b e r t y . .."
It w a s the p o e m w r i t t e n b y James W e l d o n Johnson. It w a s the m u -
s i c c o m p o s e d b y J. R o s a m o n d J o h n s o n . I t w a s t h e N e g r o N a t i o n a l
A n t h e m . O u t of habit w e w e r e singing it.
O u r mothers a n d fathers stood i n the dark hall a n d joined the
h y m n o fencouragement. A kindergarten teacher led the small
children o n t o the stage a n d the buttercups a n d daisies a n d b u n n y
rabbits m a r k e d t i m e and tried to follow:
"Stony the road w e trod
Bitter the chastening rod
Felt i n the days w h e n hope, u n b o r n , h a d died.
Yet w i t h a steady beat
86 Chapter 2 Education and Learning
H a v e n o t o u r w e a r y feet
C o m e t o t h eplace for w h i c h o u r fathers sighed?"
Each child 1k n e w h a dlearned that song w i t h his A B C ' s a n d
a l o n g w i t h "Jesus L o v e s M e T h i s 1K n o w . " B u tI personally h a d
never heard i t before. N e v e r heard t h ew o r d s , despite t h e t h o u -
sands oftimes I had sung them. Never thought they had anything
to d o w i t h m e .
O n the other hand, the w o r d s ofPatrick H e n r y had m a d e such
a n impression o nm e that I h a d been able to stretch myself tall a n d
t r e m b l i n g a n d say," I k n o w not w h a t course others m a y take, but
as for me, give m e liberty o r give m e death."
A n d n o w I heard, really for the first time:
" W e h a v e c o m e over a w a y that w i t h tears
has been watered.
W e have come, treading our path through
the blood o f the slaughtered."
W h i l e echoes o f t h e song shivered i n t h e air,H e n r y Reed
b o w e d h i shead, said " T h a n k y o u , " a n dreturned t o h i splace i n
t h e line. T h e tears that slipped d o w n m a n y faces w e r e n o t w i p e d
a w a y in shame.
W e w e r e o n t o pagain. A s always, again. W e survived. T h e
depths had been i c ya n d dark, but n o w a bright s u n spoke t o o u r
souls. I w a sn o longer s i m p l y a m e m b e r of t h ep r o u d g r a d u a t i n g
class o f 1940; 1 w a sa p r o u d m e m b e r o f the w o n d e r f u l , b e a u t i f u l
N e g r o race.
O h , Black k n o w n a n du n k n o w n poets, h o w o f t e n h a v e y o u r
auctioned pains sustained us?W h o will compute the o n l y nights
m a d e less l o n e l y b y y o u r songs, o r t h e e m p t y p o t s m a d e less
tragic b y y o u r tales?
If w ew e r e a p e o p l e m u c h g i v e n t o r e v e a l i n g secrets, w e m i g h t
raise m o n u m e n t s a n dsacrifice t o t h e m e m o r i e s o f o u r poets, b u t
slavery cured u s o f that weakness. Itm a y be enough, however, t o
h a v e i tsaid that w e s u r v i v e i n exact relationship t o the dedication
o f o u r poets (include preachers, musicians a n d blues singers).
1970
" I Just Wanna Be Average" Mike Rose
87
"I Just W a n n a Be Average"
Mike Rose
Some people w h o manage t o write their w a y out o f the w o r k i n g
class describe t h ec l a s s r o o m as a n oasis o f possibility. I t b e c a m e
their intellectual playground, their competitive arena. G i v e n t h e
richness o fm y m e m o r i e s o fthis t i m e , i t ' sf u n n y h o w scant are
m y recollections o f school. 1r e m e m b e r t h ered brick b u i l d i n g o f
St. R e g i n a ' s itself, a n d t h e t o p o g r a p h y o f t h e p l a y g r o u n d : t h e
swings and basketball courts and peeling benches. There are i m -
ages o f a f e w students: E r w i n Petschaur, a m u s c u l a r G e r m a n b o y
w i t h a strong accent; D a v e Sanchez, w h o w a sg o o d i nm a t h ; a n d
Sheila Wilkes, everyone's curly-haired heartthrob. A n d there are
t w o n u n s : Sister M o n i c a , t h e third-grade teacher w i t h b e a u t i f u l
hands for w h o m I carried a candle and w h o , t o m ydismay, h a d
w e d d e d herself t o Christ; a n d Sister Beatrice, a w o m a n t r u l y
crazed, w h o w o u l d s w e e p i n t o class, eyes w i d e , t o tell u s a b o u t
the Apocalypse.
A l l the h o u r s i n class t e n d t o b l e n d iiito o n e l o n g , v a g u e stretch
of t i m e . W h a t I r e m e m b e r best, strangely e n o u g h , are t h e t w o
things I couldn't understand a n d over t h e years grew t o hate:
g r a m m a r lessons and mathematics. I w o u l d sitthere watching a
teacher d r a w h e rl o n g h o r i z o n t a l line a n d h e rshort, oblique lines
and break u psentences a n d p u t adjectives here a n d adverbs
there a n d just n o t get it, couldn't see t h ereason f o rit, t u r n e d o f f
to i t . 1 w o u l d h i d e b y s l u m p i n g d o w n i n m y seat a n d page
t h r o u g h m y reader, carried a l o n g b y t h e f l o w o f sentences i n a
story. S h e w o u l d test u s , a n d I w o u l d d r e a d t h a t , f o r I a l w a y s g o t
Cs a n d Ds. M a t h e m a t i c s w a s a bit different. F o r w h a t e v e r reasons,
I didn't learn early m a t h very w e H , so w h e n i tcame time for m o r e
complicated operations, I couldn't keep u p a n d started d a y d r e a m -
ing t o a v o i d m yinadequacy. T h i s w a s a strategy I w o u l d rely o n as
1 g r e w olden I fell further a n d further b e h i n d . A m e m o r y : T h e
teacher is faceless a n d s e e m s v e r y far away. T h e voice is faint a n d
is d i s c u s s i n g a n e q u a t i o n w r i t t e n o n the b o a r d . I t is r a i n i n g , a n d I
a m watching the streams o fwater f o r m patterns o nthe w i n d o w s .
McGraw-Hill Higher Education

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Index of RhetoricalModes xvii
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without the prior written consent of T h e M c G r a w - H i l l C o m p a n i e s , Inc., including, but Preface xxv
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distance learning.
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R i c h a r d R o d r i g u e z : "Aria" 3
President of M c G r a w - H i l l Humanities/Social Sciences: Steve Dehow
"My m o t h e r ! My f a t h e r ! After English became my primary
Executive editor: Lisa Moore
Editorial coordinator: Victoria Fullard language I no longer knew what words to use in addressing
Senior marketing manager: D a v i d S. P a t t e r s o n my parents."
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Cover design: G i n o Cieslik
"During the first silent year, I spoke to no one at school, did not
Cover image: ©PhotoDisc ' ' ' ' ——^ ask before going to the lavatory, and flunked kindergarten."
Typeface: 10/12 Palatino
Compositor: G A C Indianapolis
G l o r i a A n z a l d u a : "How to Tame a Wild Tongue" 15
Printer: R . R . D o n n e l l e y a n d Sons Co.
Library of Congress Cataloging-in-Publication Data
"For a people who are neither Spanish nor live in a country in
which Spanish is the first language; for a people who live in a
15 thematic readings : an anthology / M c G r a w - H i l l ,
p. c m . country in which English is the reigning tongue but who are
Includes index. not Anglo; for people who cannot entirely identify with either
I S B N 0-07-246931-5 (softcover : acid-free paper) standard (formal, Castillian) Spanish nor standard English,
I . College readers. 2. English l a n g u a g e - R h e t o r i c - P r o b l e m s , exercises, etc. 3. what recourse is left to them but to create their own
Report writing-Problems, exercises, etc. 1 Title: Seventy-five thematic readings. I I .
language?"
M c G r a w - H i l l Companies.
P E 1 4 1 7 . A I 3 20O3
G l o r i a N a y l o r : "A Question of Language" 22
808'.0427-dc2l
2002071753 "Words themselves are innocuous; it is the consensus that gives
hl(p://www.mhhe.com/commcentral them true power."