Teaching Has Its Good Points

If I took a writer's job in the mainstream press, then I could no longer be active politically. If I took a job in politics, then I could no longer write about love toys.

For these and so many other reasons, I'm going to continue teaching in Colorado.

Interviews usually include the principal or AP asking about my favorite teaching moment. I have several. Here's one.

Best part of teaching Humanities is toward the end of each unit when I schedule a debate. For this particular time frame, the debate would center around whether the United States should send more troops to Vietnam.

My students were well-versed in our topic. We'd read newspaper editorials and studied the textbook. We'd listened to pro-and-anti war songs, deciphering lyrics and discussing the poetry of the 1960s. My students were ready to formulate their own opinions.

Brilliant young minds filled each class, yet I would sometimes pick the smartest kids for the most challenging side of the argument. For this exercise, Phillip* was on the side that argued for more troops.

"I can't do this, Ms. Robinson," he told me after the bell rang.

"Oh?" I asked. "Why not?"

"My whole family is anti-war," he said. "Never been anything but anti-war. Dad even ran to Canada so he could avoid the draft. I can't think of any good reason to send soldiers off to die. Especially Vietnam."

"Okay," I said, nodding, feeling his angst.

"I can switch sides?" he asked, visibly relieved.

"No," I said, gently. "I'm not asking that you agree with the position.
Just that you take it. And argue effectively."

"But, I can't..."

"I'm glad you told me how you feel about it, I really am. But I've told
the class before: It's important to understand the side you're against. The
only way to do that, is to argue for that side. This will be good for you,
Phillip. Learn why they believe the way they do and then try to convince me. I
look forward to seeing what you come up with."

Phillip spent the week studying at the library and peppering me with questions after class. He worked hard and was visibly shaken by the assignment.

The following week, Phillip kicked serious ass. He talked about the need to contain communism, the evils that would be unleashed on the world if its unchecked aggression spread throughout Southeast Asia. He argued with passion about the call of duty and made us all see that the arguments in favor of escalation in Vietnam could not be dismissed as just the rantings of a few war pigs out to sacrifice our sons. I was thrilled for him. Yes, a part of me felt scared that Phillip's peaceful sensibilities had been corrupted by my lectures and The Ballad of the Green Berets. But still, he had learned.

At the end of the class, Phillip approached me and asked about his grade.

"You earned an A," I said.

"But if you had been alive back then and a decision-maker, would I have convinced you to support the war?"

I paused and smiled at Phillip.

"If anyone could have made me believe in the domino effect, it would have been you."

Wasn't good enough.

"Come on, Ms. Robinson. I'm pretty sure you're anti-war. Would I have changed your mind? Don't back out on this. Would you have agreed with me?"

I took a big breath and told the truth.

"Although you made a compelling argument, and we don't really know how
either of us would have conducted ourselves in such a long-ago time and place,
I'm afraid I probably wouldn't have agreed with you."

Big smile.

"That's okay, Ms. Robinson. I wouldn't have agreed with me either."

And then Phillip walked out of my classroom. Ready for the world.

*details changed. cause of the crazies.