(Continued from January 9, 2012)

I have no idea if the same ideology is still employed but back then the teachers in grades one through three were all white females. They taught the basics; reading, handwriting, composition, social studies and the like. Industrial Arts (commonly referred to as “shop”) was the only exception with one of two white male instructors. Shop was taught in the basement of another building with an enclosed drawing room and a work area that would have made any “do-it-yourselfer” proud. I don’t remember even seeing a woman so much as walk through the “shop” and my first and third grade homeroom teachers were married to the shop instructors! But once we got to the fourth grade all of my teachers were white and male. I got along and played well with everybody for the most part. I was invited to birthday parties and sleepovers and my family followed suit and did the same. I had no “behavioral problems” to speak of and managed to stay on the honor roll with consistency through the third grade and into the fourth before things started feeling different. While rummaging through old pictures and papers in preparation for this essay, I ran across one of my fourth grade report cards. I noticed that the teacher made reference to my being “scrappy”. This was a sudden and definite change in the character that had been exhibited in grades one through three. It seemed as if this new character trait was beginning to stick without anyone questioning what might be causing this previously likeable, friendly “young man” to become so “scrappy” all of the sudden.

 

 

Most of the “scraps”, of any kind, happened at recess or on the way to the gymnasium. For me, they were usually the result of being called some name or having to somehow prove my right to be there. One student used to constantly call me “motor oil boy” but because my last name was Phillips I didn’t initially hear this as an insult. Phillips 66 service stations were all across the country back then and they sold motor oil.  Being in school with the children of rich business owners, chief surgeons and law firm partners, I imagined being part of the Phillips petroleum dynasty would afford me membership to the rich kids club. Little did I know that even if my father had owned the entire city, I could never have been a member of that club. With the naiveté of a child, I would smile when he would say it … the first 100 times … then I began to look at him with a tilted head … as the fact that motor oil was black kicked in. I rushed him with fists blazing wildly. Of course, I was viewed as the aggressor because no one heard any profanity. Motor oil ain’t a bad word. And the troublemaking, “Eddie Haskell” types are always keen on where figures of authority are and when they are not nearby. But in those days, calling me or any other Black kid, “boy”, was enough to warrant a beat down. You may as well have called me “nigger”. And some did.

 

 

In January of 1977, Roots, aired on network television.  The miniseries was based on Alex Haley’s semiautobiographical book, Roots: The Saga of an American Family that follows Kunta Kinte from Gambia, West Africa to America spanning from 1750 – 1867, five years after the issuance of the Emancipation Proclamation and two years after the passage of the Thirteenth Amendment. I remember the air being thick with nervous anticipation in the Black community. On the one hand, we felt like the story of slavery in America was finally going to be told on a large scale from our point of view; the same story told to everyone at the same time. On the other hand, with the cynicism that accompanies centuries of murder and abuse, decades of desegregation and years filled with countless broken promises and deferred dreams; some quietly feared the Black man’s story would be whitewashed. Nevertheless, it was reported that 130-140 million viewers, as many as eighty-five percent of American households with televisions, watched all or some of Roots on ABC. Clearly, it wasn’t just Black folk who were watching. The miniseries began airing on a Sunday evening, January 23, and ran through January 30, 1977. I was in the seventh grade, a little less than a month away from my thirteenth birthday.

 

 

As that week progressed so did the depictions of mistreatment and struggle for Kunta Kinte and his descendants. I remember hoping none of my white classmates would mention anything about the miniseries. I felt, either intentionally or unintentionally, it would just come out of their mouths wrong so it was better left alone. If it had to be mentioned at all, I would rather have had it come from a teacher. Acknowledgement on that level could serve as an endorsement and would have given it even more validity. As fate would have it, the opposite happened; I don’t recall any official class time being devoted to Roots. However, I do remember it being mentioned by some of my classmates.  One encounter is to this day as vivid in my mind as if it happened only just yesterday. As you may have guessed, it was outside at recess. Now in middle school, we were much closer to the gymnasium and relegated to playing between it and the middle school building, on or around the curve of the track that served as the “home stretch” or the last leg of the relay races we used to run in gym class during the spring. There was blacktop just inside the curve that held four basketball hoops and ample field space to kick a soccer ball or toss a football around.

It was late one sunny, crisp, Baltimore morning. It was a normal, uneventful recess and then I heard it. The poor imitation of a supposed African chant rose above the snickering and laughter of a small group of troublemakers convened at the end of the track. As far as I can remember, the other Black kids were otherwise engaged with the rest of the kids or too far away to hear. I then began to make out certain words amidst the cowardly incoherent mumblings of my WASP “friends”. “Blah, blah, blah … Roots”. Giggles. I stopped. “Yada, yada, yada … slaves … back to Africa”. More giggles and snickering. I turned. “Blah, blah, blah … niggers”. I began walking toward the crowd that was now dispersing. Leaving this incident’s ring leader to fend for himself.  “What did you say?” I asked, now standing right in front of his face with fists balled at my side. It felt as if everything stopped moving. All the other games stopped and a crowd of kids began to close in around the two of us.

“Nigger!” he said. And as he swung, I blocked then countered with a shot to the gut that robbed him of the wind to produce any words much less derogatory racial epithets, as if there were any other kind. I drew back ready to deliver a hellacious left hook but by the time it reached his face my hand was wide open with fingers fully extended. When my palm made contact with his face it rang out with the loudest slap I had ever heard. As he fell back to the ground I could see his face had reddened almost instantly and his glasses were knocked off his face. The crowd moved in closer as I followed him to the ground straddling his chest with my knees pinning the great wrestler’s arms down. I drew back once again amid the cheers and jeers to “Kill’em Phillips!” Ironically, some of the cheers came from members of the original group of troublemakers that were moments ago part of the problem. He was clearly the underdog and at a definite disadvantage.  Just when I was about to unleash the blow he, while bawling, looked at me and said, “So what?! Hit me! You’re still a nigger!” With that my arm, already cocked, began to tremble and my fist shook with rage. I burst into tears and got up having never thrown the punch. I didn’t understand what had happened but I was momentarily inconsolable.

I was too young to know what I was experiencing but I remember being awestruck at the level of what I then could only describe as hate. How does a preteen child build up enough hate for another anything much less another human being?! Most people in a position of such disadvantage find some way to compromise or plead for mercy even if they are right … but to find someone to be so wrong and so defiant … someone who seemed to dislike me that much solely because of the color of my skin was heartbreaking. If I had to offer some explanation of my tears, I would have to say they were, in part, from the shame of allowing this fool to cause me to lose control and come outside of myself but my tears were also representative of the hopelessness I felt about the possibility of this ever changing. The realization that no matter how many classes or experiences we shared, some would never consider me or anyone who looked like me their equal, was disheartening at best.

By this time one of the teachers monitoring recess was rushing over to break up what I had already stopped. The bell signaling the end of recess was sounding simultaneously. While everyone else went to class my “friend” and I were marched to Head of School’s office. I am sure we must have been a sight for the Head of School.  There my “friend” was with broken glasses resting askew and half of his face reddened and swollen in a spot that, oddly enough, was shaped an awful lot like my hand and me sniffing and drying tears but untouched.

 

 

We sat together but were asked for our account of what happened independently. My “friend” spoke first and said that I “hit him in the face and broke his glasses”. Hearing no denial from me the Head of School looked to me as if to ask, “and what do you have to say, Wendell?” to which I quickly retorted, “He called me a nigger!” With that, I was sent back to class with a note explaining my delay. My “friend” stayed in the office for an extended period of time and while I have no idea what was said I do know that he had to report to detention for the better part of that week.

For those who think my punishment was really no punishment at all I suppose we could argue that point, after all, I was the aggressor but what would a fair punishment for me have looked like? If I were the Head of School what would I have done … especially if I never had to deal with a race issue like that before? This was more evidence of the murky water that Dad and Finney muddled through years before.

The unchartered waters of race relations and other culture clashes made visible an Achilles’ heel not only for private schools but society in general. There were rules on the books that seemed to unintentionally expose the cultural exclusivity of some schools. For example, here’s one rule that actually worked in favor of Black kids; there was a rule that stated your hair could not grow past your shirt collar. Well, we all wore afros and our hair grew straight up and out instead of down our neck toward the collar. We got to let our hair grow as long as we wanted. While that sounded cool to us as kids, as an adult I realized that was proof of the fact that we were never expected to be there in the first place.

My worst experiences regarding race were perpetuated by a small group of “blue-blooded”, “WASP” kids who had an elitist, untouchable air about them and their parents were loaded. They seemed to get some joy from giving me hell for being Black in much the same way they may have gotten joy from teasing a poor white kid from Arbutus or Dundalk. Whatever the reason … whatever the case … this was getting old.

(Continued January 23, 2012)