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Dorothy: Partial Autobiography

January 24, 2016

 

 Expansion of the outline

Priest Valley was a wide spot in the road rnidway between the oil fields in Coalinga and the tankers waiting to transport the heavy crude to the refineries in the Bay Area. My father, John Ramus was a fireman at Station 3H (a heating station), owned by Associa­ted Oil Co. He was a handsome, tall , very amiable man who loved to dance. One night he was invited by Walter Duckworth, a Priest Valley native, to attend a dance at the local Grange Hall. My dad was attracted to a beautiful lady dressed in pink. He said to Walter, "See that lady dressed in pink? I'm going to marry her some day." "Do you want to meet her?" Walter asked. She's my sister." They were married in 1912. She was the oldest of 12 children and Dad was the 3rd of6.

Since Dad worked nights, Mama would go to the station and when he was on break they would talk and do handwork together. Dad became an outstanding partner in whatever they were doing. and they produced beautiful pieces of linen. Mama was a perfect seamstress and made buckskin gloves, purses, and vests.

After 3 years Mama became pegnant and had Alice Regina, a blue-eyed beauty with raven hair and fair skin. The first grandchild often gets the top rating, but her pictures are of a lovely, smiling child. Two years later, Albert Edward was born. He was typical boy, who considered himself to be a great trapper. He, his traps, and his dog had many interesting and sometimes fruitful hunts. Three years later Dorothy Louise arrived. She was a daddy's girl right from the start as she loved being rocked to sleep each night. From this point on I have no mental image of Mama, except for one where she was sitting out in the sun decorating a checked lavender and white dress for me. Nor do I have an image of Alice. The only thing I can remember was being frightened by a fire that was burning a bunk house on the Griffin property below our house. I still am in awe of fires. Mrs. Griffin was my idol. She had been a teacher so I decided then and there that when I grew up I was going to be a teacher like Mrs. Griffin and have the love she had for the profession. Another of my fears was snakes of any kind. This was caused by 3 incidents. The first was by a rattlesnake who was coiled and watching me sitting in a large wagon wheel rim as I played in the sand. I'm sure my fear was caused by the reaction of my parents to this terrifying venomous snake. The second was having a snake chase me downhill while we were gathering pine cones for the pitch and the nuts. My dad was suffering from a severe sprained ankle and couldn't walk so he was in the buggy. Horses sense when a snake was near so they were rearing and snorting and Dad yelled "run". When he gave a command it was followed immediately, but at 3 with short legs, tall grass, and scared by his tone, I wasn't real fast. He grabbed me by one arm and pulled me into the wagon and then killed the snake by breaking its neck with his whip. The third snake incident happed after school while I was waiting for Albert to walk me home. A beautiful weeping willow made a wonderful playhouse where the three first graders played while waiting to be walked home by older siblings. One afternoon I was crawling through the opening when I put my hand down on a snake that wrapped its body around my arm. I ran screaming into class and jumped into the seat with Albert who laughed at me because it was a harmless reptile. A snake is a snake as far as I was concerned. My fear was confirmed when I was taking a Nature Study class in college. Miss Reid announced that everyone had to handle the snake or a failing grade would be given. I didn't want a failing grade, but when it came to the person who was going to hand it off to me, I ran crying out of the room.

The teacher asked Dad if I could come to school some days and play with the 2 first graders. The teacher always knew best so he agreed. Alice had done a good teaching job with her little sister student so I knew how to read, spell, write, and do math. When I arrived at school, I crawled up in a desk and was ready to work. Because I was more advanced, she asked if she could enroll me. Three months later I was promoted to 2nd grade.

 

In 1925 tragedy struck our family as Mama died of arsenic poisoned water from the mountain spring that provided us with water. Dad and I were the only ones to escape becoming ill as we drank milk. Can you imagine a man who had 3 members of his family in 3 different hospitals at the same time? Mama was rushed to San Francisco, Alice to King City, and Albert to Coalinga. Grandma Duckworth took me while Dad tried to work, was worried out of his mind because he couldn't visit, and was scared to death he'd lose his lovely Mae, which he did. I remember Alice and I got new hats for the funeral, but I wanted hers because it was bigger. The wind blew it off as it sailed through the cemetery. We had no idea that we would be back at the same cemetery as a result of Alice's death 10 days after Mama's. Dad almost lost it as he was so devastated. Albert went to stay with his mother and I to my mom's mother. The Duckworth family was so good to me that I wasn't aware of what was to follow.

 

Dad was completely incapable of taking care of Albert and me so a housekeeper was hired. One day I discovered a pistol under her pillow so I told Dad and it was cause for immediate dismissal. The next housekeeper was Minnie who had a son, Stanley. I was scared to death of him as he was a brat, a word well deserved. In 1926 Dad moved us to Metz, to a property he already owned, and since he and Minnie were going to get married, she designed a house that she would like. There was no school at Metz so Dad collected a petition and took a neighbor and drove to San Francisco to request that transportation be provided to the many students on the route to school in Soledad. When he was right, he didn't give up easily, and before he left that day he was assured that we would have a bus! Who was going to drive this bus over a dirt road with rough terrain? The Soledad School Board hired the local drunk. For a man who didn't drink, can you imagine he'd allow such a thing to happen? Not on your life. The School Board quickly learned that you don't make "Jack" Ramus mad. When they told him if he didn't like their choice he could do it himself, he did and continued to do so until Albert graduated from 8th grade and went to King City High School over roads even worse. He drove the bus for 25 years. He had rules and they were kept with only a look. We all had learned to monitor the rear view mirror when someone was fooling around. His objective was safety.

These things forced us to be very frugal so we could get through the Depression. Dad worked from 4 a.m. until 9 p.m. to keep the small dairy ranch and his job going. Hard work was to be my destiny. Since I was growing, I never had any clothes that fit as there always had be room to "grow into it". I can remember putting paper in my shoes so I didn't had to get new shoes. He didn't have a compassionate wife or a well-behaved step-son. Marriage wasn't completely the solution to meet his needs, or ours. I longed to be like others, but no one ever knew. I lived a lonely life.

Soledad was our elementary school. I was in 2nd grade, Albert in 4th. The trauma he had felt over the loss of his mother and sister caused him to stammer. His teacher had a hostile attitude toward him because he wouldn't answer her questions, so she failed to promote him even though he could get all of the written work. You're rig ht, he lost all interest in school. During the next school year a speech specialist came to town and cured him. The only time he ever stammered after that was if a really stressful situation would come up, but that lasted his entire life. I learned that he would protect me one afternoon while I was waiting for the bus. I was sitting on a glider reading. An older boy came up behind me and gave the glider a hard enough push that I didn't have time to grip my knees so I slid into the bar holding the glider, caused terrible pain so I couldn't walk, and a big old bloody knee. Albert got so angry he chased the kid until he caught him and fought with him. They both ended up with bloody noses, but my hero won-no doubt in my mind.

In 1928, tragedy struck again. Stanley had to have a car to get back and forth to high school. He insisted he have a lock on the steering wheel so no one could start his car. Dad told him that they weren't safe and could lock unexpectedly. He wanted it so he whined to his mother who said he could have it. You're right, it failed as he was coming down the grade near the tunnel and the car ran off the bank, turned over and killed him. When Minnie saw the overturned car, she suffered from guilt. Not long after the funeral she had a severe heart attack and was rushed to the same hospital where my mother had been. Dad wasn't assured that he would get her home alive, but she survived to become a semi-invalid. Maybe you don't think my life became a hell then, it did. I could never do anything to please her. Being a child who would do anything to please anyone, I cried a lot, but no one ever knew. I couldn't read so I'd hide in the closet with a flashlight and hope I'd not get caught. She was quick to slap or blister my butt. Dad never knew any of this, because when he or anyone else would come through the door, she was so drippy sweet and loving, my stomach would turn.

When I was in the middle grades, I learned the joy of being a volunteer. Mrs. Brown, the lunchroom cook would always ask for me to be her helper. Someone liked my work and praised me! I began to feel better about myself and when I reached 7th grade, my teacher Elma Baetschen, loved me and I loved her. She encouraged me to reach my goal of becoming a teacher. Graduation from the 8th grade was a special occasion as I was chosen to be an American Legion medal winner. I had to write and deliver a speech. This was really hard for an introvert, but I did quite well, and feel proud when I see my lovely bronze medal.

Was high school an escape? Sort of as I had some loving and understanding teachers who accepted me as the good student I was. Since we lived 12 miles from school we did  not have an opportunity to participate in anything but intramural sports and the occasional  concert. Albert was the souza phone player in the band, and I played 2nd violin in he  orchestra. I loved music so it was the joy of my life. Freshman English class had 5  Dorothys in it. Confusion? Not really as one of was sure to know the answer when a  question was asked. We became known as the "Quints" as that was the era of the first quintuplet in North America that we knew about--the Dionne quintuplets from Canada. Geometry was a different situation all together. "Pops" Warner, the teacher, disliked girls because they couldn't learn the geometry HE taught. One day I made the mistake of asking him for help. When I didn't get his first muttered explanation, he asked me, "How old are you?" When I answered "13" he yelled out,"What was the matter with your mother starting you in school so young? No wonder you don't know anything ." That night I tearfully told Dad what had happened. The next morning Dad was knocking on Mr. Warner's door demanding he step outside. Wish I knew what he said as Mr. Warner was a changed man when he came back to class. I passed with a B, but it wasn't until I started teaching geometry that I understood it. Later Dad had a run-in with the Principal because Mr. Weibel wanted him to bring him donuts, etc. Dad's morals were offended and Mr. Weibel never forgave him for being dressed down by a blue collar worker! Dad taught us by example: if you don't want you kids to drink, don't drink or swear, but he did smoke and I loved to watch him roll those perfectly formed cigarettes from his cigarette papers and Bull Durham bag of tobacco. He only smoked a few cigarettes a day as he was safety minded. Our family always helped anyone in need-even hoboes who came for something to eat. They always had to do some work first, then he had a meal. We never locked a door as some friend or relative might come and need something. He took in Minnie's niece and nephew so her brother's divorce wouldn't put the kids in a foster home or separate them. The niece, Mae, only made life harder for me as she wouldn't do her jobs and I'd get blamed for them. Minnie's father lived in a small house that was built for him to live in during his later years of life. I hated taking his dinner to him as he was a nasty, stinky old man who always had chewing tobacco juice in his chin whiskers and he always wanted me to stay and keep him company. He'd complain to Dad, but Dad never made me do anything but deliver his food. Thank you, Dad. Jan.1935 tragedy struck a 3rd and 4th time. Grandma Ramus died. She was the most devout person you would ever meet. Thank heavens she was praying for us all the time as we all needed it. She was telepathic where her boys were concerned. One night she made Dad go to the train depot to call Uncle Bill as something was wrong with her Willie. She was right, he almost died from a ruptured appendix. I missed her very much as she taught me a lot about cooking and easier ways to do things. We always made noodles. While Grandma was alive, she paid her way by selling Dad her share of the Upper Ranch which she and her sons had homesteaded. My mother had a homestead there, too. In June Minnie died from another heart attack. She and Stanley are buried in King City.

Graduation from High School was coming. No one told me I was the Salutatorian and expected to make a speech. Three days-I must be dreaming! I can't. .. 1 don't know how",1 don't know what to write. Panic for 2 days and then I got busy and wrote on "What America means to me." I don't know who my guardian angel was, but I spoke in a loud, clear voice, walked a few steps, gestured, watched Mr. Webb stand with folded arms in the back of the gym and nod his head in agreement with what I was saying, and put on a real speech. When I got back to my seat my knees started to shake uncontrollably, and I could hardly breathe. Thank heavens that was after and not before. Another hurdle was cleared. What was I going to do about leaving Dad to go to college? Beth came to the rescue and married Dad. Thank you, thank you, Beth. She was the  good step-mother.

 

What college should I apply to? San Jose or San Francisco. It was San Francisco as a long-time family friend and her husband were willing to rent me a room cheaply. They had no children but I was a quiet roomer and they tried hard, but wasn't sure when Ralph, my Spanish class buddy, came over. He passed the test. Lacy lived 10 blocks from me so we would walk and get on a streetcar together in the morning. She never got to graduate as she had pernicious anemia and didn't live long. A NYAjob @ 37 ~ cents Ihr was available on campus, and during holidays and breaks I could work for my cousin, Myrtle, who was head of the Emporium's Billing Dept. would hire me part-time. She took the chance of not being caught hiring a relative as nepotism wasn't allowed. I would never get on the elevator on the 5th floor where we worked, but after I had been there over 3 years, I got on their elevator on the 3rd floor and Mr. Circa said, "If I didn't know better, I might think you are related." Did he know? If he did he never did anything to fire me, Myrtle, or both. She was a valuable employee and he knew it. My free room and board was coming to an end. What would I do? To work for my room, board, and $10/month seemed my only way to go. A talk with Dean Ward set me up with a family who had 2 small children. The man of the house tried to take advantage of me one night when his wife was out. Never have I been so thankful for my height and strength as I was that night as he finally left in a huff. I called Ralph and he came over and stayed with me until the wife came home. The next morning Dean Ward took me to their house to get my belongings and she sent me to a home on Nob Hill. It was a family with two lazy teen age girls, and a demanding mother. The baseball field below was where Joe DiMaggio, and his two brothers practiced, Another girl and I were standing at the fence watching one night and they asked us if we wanted to play. What a dumb question, but all they wanted us for was to play outfield and shag balls for them. Little did they realize that we were pretty good players and not afraid of their hard balls. They had mitts so off we went. They were amazed when I caught one of their flies and threw it in to the pitcher, and so was I. I began to get their respect and so did the girl who played shortstop. We were invited to come back the next day, same time, same place. I had to get to work and so did she. We both looked forward to our games which didn't last too long as Joe was already a well-known slugger and he had to report, too. That job didn't last but one month as the girls wanted me to do their homework for them and the mother wanted me to be her personal maid, along with other housework jobs. Dr. Thompson hired me to work on campus transcribing photostatic copies of letters from Simon Bolivar to the Queen of Spain. It was difficult because there was lots of eye strain reading poorly written in a script difficult to read and contained abbreviated script that was unknown to me. I loved the job as I had to have a History of Spain class for my Upper Division major. I worked for him for 3 years and he would allow me to take the documents home over summer and keep track of my hours. Will the 3rd housekeeping job be the charm? Yes. I hired on to work for a lovely couple who had a 3 yr old. They were so kind and good to me I fell in love with each one of them. My hours were 6-8 a.m. and 4-10 p.m., 40 hrs/wk for room, board, and $1 O/month. I was off Friday night, Saturday night, and Sunday. I was a sophomore and Ralph was a Junior, but he always came to visit every Friday night and sometimes other nights. We were just good friends. He went on to Stanford and received a MBE in School Administration. Never had my dad said much about how he felt about my going to college, until after I walked across the Opera House stage in San Francisco to receive my diploma. That night he told me how proud of me he was and how no one would ever be able to take what I knew away from me. It was gratifying to me to be the first college graduate on either side of the family! I made it and

From the time I started SF State, school was intense as I had to start off with 18 units.   Some semesters I had 23 units as practice teaching was 4 hours/day lab and 2 hours covering the subject matter that it took to complete our major in education. I had a double major and minor-Education and Spanish, and the minors were Social Science and P.E . In the spring of my senior year, I developed an abscessed left ear that Mrs. Greenlee got an appointment for me with Dr. Morrison, a world renowned ear specialist. At the time I didn't know he was so famous as I knew that if I lost my hearing I wouldn't get my credential that I had worked so hard for. For a while he wasn't so such that I could cure it and save my hearing, but he did. When I knew my release was soon to come, I wrote to Uncle Charlie Ramus to see if he could loan me some money to make a down payment, at least, on my bill. He sent me $1300, which staggered me, but I felt that I could handle repayment. At our final meeting, he bragged on me and what I had accomplished and wished me luck. When I asked him how much lowed him, he responded $5.00. Really, how much did lowe you? $5.00. I have lots of wealthy patients that will take care of your bill. You deserve a break, and it makes me happy to be able to do this for you." I left in tears because no one had ever done so much for me before, and now I could return Uncle Charlie his check. It is so wonderful to know so many kind and generous people. I'm a lucky woman. At the end of 4 years, my accounting was off 2 cents. It has always made me wonder what happened to that 2 cents.

I've graduated, it's 1940 and time to try to find a job. Bad climates, droughts, and inability to market their products had caused a huge professional migration to California. Among them were lots of teachers which was why we didn't have any choice in jobs. I had one interview in Soledad at the school I had attended for 7 years. The list of applicants was so long, and the experience so impressive, that the Board didn't want to consider a young. inexperienced one. Fortunately, one of our neighbors, Herb Wilkinson, father of 6 boys, spoke on my behalf by asking, "You mean you will hire someone you know nothing about instead of Dorothy who we have known since she was a little girl? We know what she is made of, and I'd take my chance on her any day!" With that the Board reconsidered and offered me a contract for $1 01/month and glad to get it, but I had to take charge of ordering and returning library books to the County Library, and to be in charge of a Girl Scout Troup. I had been a 4-H member, but I didn't know a thing about Girl Scouts and neither did anyone else I knew. Ignorance is bliss so I went merrily about keeping 60 5th to 8th grade students happy, I taught them how to sew and we even put on an operetta. Girls played boys' parts, we had a professional piano player who helped with the singing, our artists painted sets, parents built a set, and the custodian helped me hang the background paintings. Soon all was ready for the production of "The Sunbonnet Girl". We sold tickets for 25 cents and we had a disappointing turn-out. Luckily we didn't destroy our backdrops as Monday morning I had a committee meet me to ask if we would put it on the next Friday night as they had no idea it would be so outstanding. I couldn't refuse as I knew the girls were so proud of what we had achieved. The 2nd production was played to a full house-even my principal and his wife came.

"Just remember Pearl Harbor" became a cry in 1941 and war was declared against Japan. There were no Japanese in Soledad, but there was a huge migratory labor force from the Central States e.g . Nebraska, Oklahoma, and Arkansas that worked doing stoop-labor in the fields. With them came an influx of students. They would be in school for 3-6 weeks before moving on. Fitting 44-48 students into one classroom made moving around difficult, but teaching was almost impossible. I felt the 36 regular year-round deserved to move forward and the part-timers could work from the pages that they brought with them from the last school they attended. Individualized instruction! I have never felt that bright students should have to teach slower ones, but sometimes it couldn't be helped. I always had to sit next to the troublemaker and help him/her, and if they didn't cooperate, I resented wasting my time because I could use it more wisely. It was like being punished.

Should I continue to teach or should I be Rosie the Riveter in the S.F. shipyards and make lots more money, or should I teach at Fort Ord where soldiers had to have at least a 4th grade education to earn another stripe? Dad didn't want me to teach at Fort Ord because he said you never know what the person was like when they were all dressed the same. He was probably right, so I took the job of driving the school bus north on Hwy 101 to the end of our district and turn around and go back to Soledad with much time spent at the turn-around because it was illegal to interfere with a convoy. I could be sure that produce trucks and up to 3 trailers would be right behind the convoy so wait some more. My riders were great because we sang, played games, I read to them, and we'd eat graham crackers when I could buy them-remember food was rationed. Sometimes a mother would send home-made rolls or fresh fruit or vegetables for us to eat after school. It was so great for the hungry little ones. I had to awaken many primary children who would fall asleep after their long, hard day. I did that for 3 years. My last year at Soledad was so terrible that I resigned along with 9 others, leaving only 4 left on the faculty because we had a new and terrible principal. We were spoiled because Mr. Tipton retired. I was never going to teach again, but after a couple of months I decided I need to find a job. Where? Why not Montecito, the prime location just south of Santa Barbara? Sorry, no vacancy. I started home when the radio in my car said that peace had been declared and the service men were coming home. Happy day. Going home I had no luck as there was nothing on my way north until I came to Santa Maria. A drop in at the office of Bob Bruce, Superintendent, told me that he had a buddy 8 miles away who needed a 5th grade teacher. He phoned Frank Johnson, and was hired over the phone. I'm up to $120/month now! When I arrived in Guadalupe I thought I had never left Soledad as it, too was an agricultural area but there weren't the migratory workers there. The Johnsons were a lovely family. Mrs. Johnson owned a lot of land and they were very common in their way of life. I stayed with them a few nights until I found a room I could rent. It wasn't long before one of Mrs. Johnson's cottages became vacant and I set up housekeeping with orange crates, a second-hand couch and iron from Pete and Martha's 2nd-hand furniture store, a bed, linens, dishes and cook ware that was gleaned from the ranch . I finally received a radio-clock for Christmas so I was happy. I began buying records because I didn't want a record player and nothing to play on it so it made sense to me to get records first and then the player. Life was fine-I survive quite well alone. Little did I know that Pete and Martha knew the ex-service man, John Clemmens, who worked next door in the radio shop, They decided that John and I should get together. Their idea not ours, so we took every opportunity to avoid each other. They finally wore us down so we agreed to go to the motorcycle races in Lompoc with them. Since Pete's car was a coupe and so was mine, I said I'd take Martha, and Pete could take John. It was such a cold day that I got my wool blanket out of the car and shared it with John who was also freezing. Martha was very pregnant so she had to leave early. That took care of my riding arrangement, but I no longer cared as he was turning out to be good company. On the way home from the races John asked me to go and have a Chinese dinner with him. Sure. It wasn't too late and we were still getting along fine so I asked him if he would like to go to my house and have a cup of coffee or something. His hotel room had no heat so he was quick to answer yes. In the course of the conversation I told him about records but no player. He offered to go to the shop and borrow one so we could listen to what I had. He liked every single record he played and at 2 a.m. the local cop who lived two houses from me knocked on my door with his club and told John he better go home. As he left he asked me if I was going to cook the next night or were we going out to dinner. Knowing that he wasn't flush either, I decided I would cook. John was known as the man on a bicycle with a pack of dogs following and barking. I heard him round the corner with his barking dog parade. I met John in October, we were engaged in December and married on March 28th,1947. John's old maid aunt, Auntie Anne, wondered why he wanted to marry "a Portagee Peasant". Was she in for a surprise. Blessings followed in 1948 with the birth of Darlene, who was not an easy baby, for someone who knew nothing about babies, to care for.

She arrived early because I had forgotten to put gas in the car before our first family Thanksgiving, and John wasn't happy when he was stranded on a cold winter night on the Mesa and he had to walk and finally hitch a ride home. Instead of waking up his father to go back and try to push the dodge home, I volunteered to go, A chenille bathrobe isn't warm , but as we were getting stuck with the dodge, I began to lift and push never thinking about being careful. By the end of the week my doctor put me on a 1 quart liquid diet because my blood pressure was over 200, and my water broke soon after, I called Dr. Nelson and he told me to come to his office the next morning at 10:00. When John called my neighbor because I was having contractions she told him I had to get to the hospital in Santa Maria right away. Could he leave without shaving? Heavens no. Why couldn't he get the car started-nervous maybe? Finally the neighbor started the car for him and off we went about 15 mph. Doris kept urging him to hurry so by the time we were half-way there we were up to normal speed. As soon as Dr. Nelson examined me, he ran down the hall to the delivery room and told the nurses to hurry and prep me. Since she hadn't dropped or anything, he had to use forceps to birth her. When I saw this bruised, weird-shaped headed, red baby I knew she was scarred for life. How relieved I was when he found his tearful patient crying needlessly. He assured me that she would be normal in a short while. She became a beautiful little girl that everyone loved. She was born Dec. 6, 1947. Brother John arrived Jan. 31, 1949, a beautiful shade of yellow. His yellow was a jaundice caused by the RH negative factor I had. Now the factor is no problem, but then it was treated by a saline flush. He was kept at the hospital for 5 days to get him cleared of the antibodies. The nurses at the hospital fought over who got to hold him, rock him, and to feed him. He was the cuddly one who melted into your arms and it was so nice to have him so mellow and contented. One each sex was perfect. They were always easy to raise, and I can truly say they were a joy to take places as they were always welcome wherever we went.

Our next major hurdle was to get John talked into enrolling in college before his GI Bill ran out. It took a lot of talking as his old maid aunties had convinced him that he wasn't smart enough to go to college and trade school was his best bet. When they told me that I was wasting my money sending him to Cal Poly my hackles rose and so did my temper as it didn't take a genius to know he was far more intelligent than either sister. He hadn't been in a class for a long time and he was 33 so maybe he wouldn't make it. Think up a new story , honey, as I don't buy any of that rubbish. To get me off his back, he agreed to try. He enrolled in electronic engineering. I accepted a job in a one teacher rural school, 3 miles south of San Luis Obispo. Baby sitting was a problem, but before long Doris Metz, mother of 3 children, asked me if she could take care of them. She lived on a ranch near by so it was perfect. Darby was in first grade at a Catholic school because she missed public school by 5 days so Doris would pick her up and take her to their house where she and Charlotte, Doris' daughter, could play together. Perfect.

What about my job? I had 34 students, some in each grade, no published kinds of material to use to individualize work for each child. I thought I would self-destruct if something didn't happen soon. The students had run off 3 teachers the year before so they thought they were ready to send me packing, too, but discipline was a strong suit so I came out the winner after I sent one boy home for throwing rocks at the other kids on the playground. I was responsible for those kids from the time they left home until they returned home in the afternoon so I had to decide what to do. I phoned the father and told him to come pick up his son as he had thrown rocks at the children on the playground, and that could not be tolerated. An angry father arrived in about 15 minutes, red faced and serious. I never asked what happened, but that was the last of the rock throwing. I had showed the class my paddle that I would use if necessary. One noon a large Mexican boy started swinging a baseball bat at the other children so I confronted him and told him to give me the bat. Now he is mad at me so he started swinging at me. I kept walking toward him with prickles running up and down my spine, (I then knew what they meant by saying one had a yellow streak down his back), and I was talking all the time to him. When I got close enough that I didn't know if he would stop or not, he did, so I grabbed the bat in one hand and him in the other. It took all my strength to drag him into the classroom where I got my paddle, turned him over a desk, and gave him a good spanking. My dad used to say if you are going to spank someone do a good job so you never have to do it again. I remembered that so that is what I did. He was right. I was a nervous wreck as I had never touched a child before. I was sure I'd end up in jail so I called the President of the school board to tell him what I had done and got full backing, as I did from the Supt. of Schools for the County and my Supervisor. Would I get the backing from the child's parents? I never heard a word from them, but Manuel became the best behaved, peace maker I ever had. He stayed with me until I left after 4 years there. Now my discipline was taken care of, but I wasn't teaching every child. How could I accomplish this? One family had 5 boys and a father who knew teachers didn't like any of them. The kids were fine, but the father took issue with everything. It was time to prepare a Christmas program. Every child had a part in the variety program and play. All the parents attended and it went off well. When I saw the father approaching me after the program, I wondered what he'd take issue with now. To my surprise he said, "You don't dislike my kids, do you?" "Absolutely not." "This is the first time any of them have ever performed. Thank you." Another hurdle crossed as he became a much needed friend. What could I do to accomplish my teaching scope and sequence? My brain got in gear and ideas began to formulate but there was no materials on the market that could be used. John, do you think you would have time to make equipment for me? He was always so helpful and willing to ease my frustrations so I'd tell him what I needed, and he would build it. First was a tape player with a jack and a "thing" the ear phones could be plugged into so several children could hear me teach and give my instructions for the lesson and stop it so they could respond, etc. (equipment in every room after they saw he we used it although I had to sign a waver when John put one in an East Whittier phonograph that said I would assume all responsibility for the job he would do). That was a first big step as I now could group students. Next I wanted self-grading materials. Could he come up with some idea where I could put answers on one sheet and questions on a another and there could be a way to know if the answer was correct. He came up with the idea of electric boards where a light would go on when a correct answer was selected by touching bolts that had been screwed into a framed board. Brilliant as this involved instant answers in any subject and the class would chart their own scores. One quick look at their chart and I knew what had to be retaught, or what to teach next. He made sliding charts for math where all you had to do was slide in a clean sheet of paper, write down your answers, pull on the answer sheet and compare your answers to the master sheet. He came up with the same idea that is now scantrons. For the first graders he made lots of manipulatives to teach shapes, sizes, colors, numbers, and everything else I could think up. At that time children didn't go to preschool and kindergarten, nor did they have Sesame Street as there was no television in the homes. Each day each child logged in what he/she had done in each subject listed and what the homework assignment was. Monitors were appointed to check their group's entries and let me know if they were able to leave for home. With responsibility comes accuracy, and they were tough on slackers. We were developing a well-run classroom using a minimum amount of student time helping the teacher. I didn't have time to baby-sit, but if you had a problem I was always available. I have always been able to multi-task so I always had a group at my station where all teaching and testing took place where you might find several children sitting on my lap reading to me, one needing a word spelled, or tending an emergency. No child ever had to ask to get drink or go to the bathroom, they clocked out and clocked in on a chart, and we had no bells for recess, lunch, or time to go home. It was common to hear someone ask, "Mrs. Clemmens, did we have recess this morning?" My response was, "Why don't we do it now?" Since we received big round kegs of cheese and apples or other fruit in season from the government, I would carve the cheese and the children wash their fruit and run out to eat a snack and play. They and I loved the unstructured time-outs. In class a timer would ring a bell when it was time to change stations. I found that 5, but mostly 6 stations was the most efficient use of my time. It was often 6 as I had 6 grades. Until children were remediated, it was rarely all one grade level at a station.

John was finally released after Christmas vacation from his constantly helping me. He was an angel even then. It taught both of us how well we could work together, so now we could think about building a house. The first project was to build an oversized garage so we could live in it while we built the house. It was partitioned into 2 rooms with sleeping in one half, and living in the other. We were cozy and knew that if we were tired we could work or not. Since John had a drafting class, he used our house plan for his class project, His dad was a plumbing contractor so he knew all about plumbing, and he had worked with an electrician at the radio shop in Guadalupe so he had learned about wiring, volts, etc. There was a lot he didn't know but he would jump on his motor scooter and find a house at the stage we were and he would watch, ask questions, and come home and do it. The inspectors loved him as they never had to ask him to redo anything-he was exceptionally thorough and competent. We hired out the things that make a house look professionally built like the fireplace, the stuccoing, the plastering and the hardwood floors. It took 3 Y:z years to finish the house and we lived in it 6 months.

At Cal Poly John made friends with Jim Zajicek who also had 2 young children and a wife who stayed home as she had no particular career to pursue and they received help with their bills so he didn't have to work. They studied together and ate lunch together every day. They would study at our house because it was quiet and could work wel l. What loyal friends they became, and I'm still in tOLich with them to this date. The first year was successful so maybe we could build a house on the lot we had purchased in San Luis Obispo not far from the College. We would build it on a pay as we can afford it plan.

 

Eulogy by Mac

January 23, 2016

So I have to say that in the past few weeks, we’ve learned so much about Grams. The stories from friends and family, an autobiographical paper she wrote about her childhood, and the fact that she practiced baseball with Joe DiMaggio. We were really so overwhelmed with amazing material that we created a website: dorothy.clemmens.com where you can read some of these gems. And I’ll be sharing a few highlights today.

It’s hard putting all these feelings into words. While it's difficult to imagine that her passing could come as a surprise given her age, I find myself grappling to understand exactly what we as family, friends, and a faith community have lost, and yet also be inspired by all that we've gained.

To me, Dorothy Clemmens aka Grandma Girlie was enigmatic ever since I was a little kid. No one messed with her. With decades of experience as a schoolteacher —she continued to work as a teacher until she was 81—she earned, and sometimes commanded, the respect of the room anywhere she went. She was larger than life. She attended every sport’s event, every school play, every piano recital, every choir concert, every graduation. She took all of us grandchildren on our first international trip. She was a big fan of travel and spoke Spanish far better than I ever will. She was certifiably the loudest snorer any of us had ever met. But hey, she was proud to be a supportive part of our lives.

Yet as I got older, I really began to develop a profound appreciation for the powerful woman she was. She had endured the Great Depression, the tragic loss of her mom and sister at age 5, losing her husband and living life as a single mom, even cancer—to name a few.

But you'd never know it because she carried on so valiantly and graciously. She worked multiple jobs to put herself through college because she had learned early on the value of perseverance and courage. We couldn't help but admire her.

--

One of the stories that stood out to me was how she met my grandpa. In the 40s, she moved to Guadalupe to teach. There, some mutual friends decided to set her up with an ex-serviceman, John Clemmens. They were dragged to the motorcycle races and though it started a bit rocky, they ended up hitting it off, and even grabbing Chinese food. They listened to records until the neighbor policeman knocked at the door. As John was leaving, he asked if she was going to cook the following night or if they should go out to dinner again. The rest is history.

John and Dorothy had an amazing partnership. Dorothy would share her classroom challenges with John, and they created solutions together.

And as for challenges, well, Dorothy had a few. In the 50s she taught near San Luis Obispo. She was assigned to a one-room school with 34 students in every elementary grade and with no materials. The situation was dire. The students had run off three teachers the year before. Fortunately, as Dorothy put it, discipline was her strong suit and she had the classroom whipped into shape in no time, despite some major hurdles which included a student who threw rocks at her and another who kept swinging a bat until she snatched it away from him and “enforced discipline.” Needless to say, he was a good boy from then on.

But what do you do with 34 students in six different grades? This is where her partnership with John came into play. In trying to figure out how to teach different lessons to different grade levels, they created some cutting edge innovations for the day: (1) tape player with a jack for multiple students to plug in and listen to lessons that she could pre-record, (2) an electrical board that would allow students to take quizzes and get instant feedback on responses and allow students to chart their scores and (3) some sliding charts for math where you could write your answers and quickly check them. This preceded, and in some ways predicted the scantron.

See, John and Dorothy were more than lovers. They were a team.

And this kind of innovation and creativity, this kind of lifelong learning, defined her. Whether it was to learn bookkeeping, run a volunteer program for a hospital, to teach her square dancing to a group of students, or sew her family clothes (she even showed Ginny how to put boning in a dress… no one knew anything about that!), whether it was coding records for the police department, or being the only 90 year old I knew that would email me back at college with revised attachments and help with proofreading papers. She was everywhere, doing everything. It was pretty cool.

--

Now, Dorothy was notorious for knowing where her money was. I suppose if I worked 40 hours a week during college for $10/mo, I’d value every cent, too. And she valued every cent. We’d have 100 degree summer days and she’d refuse to run the A/C, as she didn’t want to spend unnecessary resources. We were like “Grams, you’re 90, you need to run the A/C.” And yet she was so generous… she saved so she could give. And she saved fiercely.

But the most vivid memory of her saving fiercely is the time she took my brother and Jimmy to Italy. And in this case, she didn’t just save money… she saved her whole purse! A motorcyclist rode by hoping to snatch the purse of a old white-haired lady. Unfortunately for him, Grams was not about to put up with a robber! It didn’t matter that she got dragged more than a few feet… he was not going to get her purse. And he didn’t. The incident ended with applause from the onlookers as she successfully foiled the thief.

You see, Grams had nerves of steel. And we grandchildren put those nerves to the test as we used her boat of on oldsmobile for driver’s training lessons, which she bravely offered to us. Let’s just say it’s a good thing she already had white hair before giving my sister lessons… or was it I who… well, anyway. She just had a way of staying grounded, present, nonjudgemental (even when she really had reason to be). Grams was always ready to serve others.

-- 

When I moved back to Davis for grad school, we started to have lunch every week. I used to pick her up at her house, and we'd go to Caffe Latte or some other favorite spot to trade stories. I remember telling her how proud I was to start my own business. She told me stories about my dad, my grandfather, stories of entrepreneurship, hardship and perseverance. To her, character was everything. She didn't only want to know what I was learning. She wanted to know who I was becoming.

She remained a devoted and curious fan until the very end. Our lunch outings turned to bringing lunch to her house, to lunch at her assisted living center, to simple, quiet visits by her bed. Her perspective was so fascinating, and in sharing with her I distinguished the small and insignificant things that don't matter from those that will. She helped us all see just how valuable life is and how important it is to live life with kindness and generosity, to be frugal in some ways and generous in others, to be spiritual, to volunteer and give back, to accept our lives and shape them with dignity and love. And when life gets tough, she proved to us that with faith and perseverance, anything is possible.

May we all live life as fully and as bravely as she did.

Goodbye, Grams. You will be missed.

The "Real" Dorothy

January 23, 2016

One day I was reading The Wizard of Oz  to my 7 year old grandson, Jackson. When we finished the chapter we were reading he said, "Grandma, who is the oldest person you know?" I said, "My friend, Dorothy, is 96." He got a twinkle in his eye and enthusiastically said,"Maybe she's the REAL Dorothy." 
The next day, my husband, Richard, went to visit Dorothy at Waterleaf. She was not doing well and was in bed and her eyes were closed. Richard told her the story and she started to laugh out loud. It was the last time he heard her laugh. 
Later that week Marianne Clemmons was shopping and happened to see a pair of sparkly red slippers. She bought them and put them on Dorothy's feet.  Dorothy was delighted.

Connie Koppes 

Case Study: Dorothy Clemmens

January 22, 2016

In 1971, Judith Grayson had an assignment from her sociology class.  She was to complete a case study of an exemplary teacher.  She chose Dorothy as the subject of her paper.  

 

 I had been looking forward to the course in sociology. Having

devoted the last ten years to teaching, and not enough to study,

I was eager to get back to the books and classes and eager to find

out what was current in the various disciplines that compose the

field of education. my enthusiasm was abruptly dashed, however,

in sociology of education, the first night of·class. "Case study

of an individual teacher," "open-ended interview," "plan to meet

no less than four or five times"---Each statement of the assignment

grated against my whole personility. I tend to be the quiet,

reserved type of person. I meet people slowly. I never pry, and

"pry" for me covers anything that even hlnts of being personal in

nature. How, then, could I ever live with an assignment that

asked me to be the opposite of me? I thought at first bf dropping

the course, but this thought was quickly chased away by the realization

that I would have a hard time living with myself thereafter.

I can accept my being quiet, but I could not accept being

a coward; therefore, I plunged ahead!

I found my subject through the help of a friend who is ~

school district consultant. my friend familiarized herself with

the assignment and decided on a teacher who is respected by the

district for her effe6tiveness as a teacher, her professional

attitude about teaching, and her friendly rapport with students,

parents, colleagues, and administrators. my friend selected her

also because this teacher was convalescing from an operation and

would have' time to devote to my project. my friend gave me the

teacher's phone number, and it was in this way that I met O.

I went to D's house for the first interview. She was in the

midst of making bulletin board decorations for her class and for

another teacher. Conversation flowed easily. D's manner tended to

put one immediately at ease. I gave her the dittoed copy of our

assignment so that she would know the general purpose of my work.

We started with the questions that were mentioned in the dittoed

sheets:

Age - 51

Religion ~ Catholic

Marital status - widow

Etc.

During that first meeting we discovered interests in common, i.e.

cooking and sewing. For the remainder of the meetings we brought

our sewing with us and stitched while we talked! D also prepared

lunch for me several times and I for her a couple times. In such

informal settings we had the opportunity to talk at length, in a

free and open manner.

The more we talked the more I found my thoughts and queries

centering around two broad questions:l) Why does each teacher

teach the way he does? 2) What makes an effective teacher effective?

Through the course of interviews with D, I feel I found some

answers. It is in light of these answers that I will tell D's

story:

Why does each teacher teach the way he does?

1. Each teacher's own unique personality gives the role its

most basic color and direction. How a teacher feels about himself

and life cannot help but show through in his teaching style. The

influence of key people in D's family, friends, and critical experiences---

or in other words'the important personality shapers--is

reflected in her teaching. For example let us look first at

D's father, the effects he probably had on her personality, and

2 Although D's father did not have much schooling himself, he

valued it highly and wanted his son and daughter to have as full

an education as possible. Unfortunately the farming community in

which he settled his family after remarrying, and when D was five,

had no schoolhouse. The closest school was twelve miles away, and

the town had made no provisions to bus their children there. DiS

father familiarized ,himself with the laws concerned in such situations.

He attended the school board meeting and pushed through his

request for a bus. The boardmen were not as enthusiastic nor as

involved in the program as was D's father,and although agreeing to

a bus,they hired one of the first applicants as the driver. The

driver they chose, according to D's father, was the town drunk.

The boardmen refused to seek anyone else. The clash finally

ended by D's father taking on the job. His ranch at tne time was

small. He worked on it when school was not in session, and during

the school hours while he was waiting to drive the· children back

home again he worked as custodian and gardener for the school.

DiS father continued this work throughout his children's elementary

and high school training.

In my opinion, aspects of the father's personality appear in

D's personality, too. She also has had hardships to' bear, i.e.

death of her mother, sister, and stepmother, long hours of work

while earning her way through college, more long hours while

putting her husband through college, and death of her husband. D

does not speak of these as hardships, however. Like her father, she

has taken each as part of life, does not complain, and continues to

face life with a positive attitude. I believe that this approach

to life is reflected in. D's teaching. She expects her stUdents to

face life squarely, too. From her comments and those of my

consultant friend I gather that D has a kind but firm approach

4

presence.' like her father before her, D values education highly.

She has passed these feelings on to her own son and,daughter, both

of whom have now attended college through their own efforts or D's.

Surely her respect for education must sift down to her fifth

graders at school, too.

The father's stubborness in situations that he felt were

important is found in D. He confronted the School board and

insisted on a school bus and responsible driver. A few years

later he helped push through plans for a post office and telephones.

He felt these were issues worth fighting for, and he fought. 0 in

her turn has not been afraid to stand firm on issues that she felt

were important. In her personal life, she went through difficult

court proceedings after her husband's death. The. company he had

worked for claimed that he died of natural causes rather than an

electrical shock from the equipment he was examining o If the company

could claim the causes to be natural it would not have to pay

indemnity charges. There was no way to really prove either, and 0

lost her case. Nonetheless,she had stood for what· she felt 'was

right, not only for herself but for all the other "little people"

that the large company might try to stifle. Professionally, 0 at

one time resigned frofu a teaching position at the end of the year

in order to show her dissatisfaction with the administration. The

principal's ideas and procedures were iQcompatible with her own--and

with seven other teachers who resigned that year. (It is

interesting to note that D's reaction supports Havighurst's

statement, "Teachers are likely to put interaction with administrators

as one of the mast influential factors in determining of their overall satisfaction or dissatisfaction with their jobs."1

Nothing else in D's career ever rankled her to such an extent.)

Other family members who were key in D's life were her

grandmother, brother, husband, and children. D's grandmother was

a very artistic woman. After her mother's.death and before her

fa ther1s remarriage D was cared for by her grandmother. Although

o claims to have no artistic ability, she is dn accomplished

seamstress and she cares about the quality of her room environment

at school. She also designs lessons for school that show

imagination. D's brother was put back a grade when they moved

from their original hometown. D feels that he lost confidence

during this experience---confidence that he never fully regained.

Perhaps D's sensitive awareness of the effects school experiences

had on her brother have made her especially cautious of the effects

she may be creating for her own school children. D's husband took

a sincere interest in her work as a classroom teacher. He con-:":· .,

structed listening posts and other instructional materials for her.

By valuing the work 0 was doing, he no doubt added to her confidence

as a person and teacher and thus increased her effectiveness.

DiS children, a daughter who is now twenty-four and a son who is

twenty-two, have always been a source of satisfaction and pride to O.

They were easy youngsters toraisei The characteristics they have

developed in their growing up have seemed to more thoroughly

establish and enrich D'S own characteristics of success as a mother

probably added to D's competence as a teacher. Also, it is

interesting to note that before her childrcin were born D had always

taught the intermediate grades. After having her own little ones,

D taught primary grades, too, and found that she could be equally

successful at this level.

 

All of the above and all the many ather personality shapers

in her life have made D an energetic, vital, and forward moving

person. Coupled with this strength of· character is a keen sensitivity

to the needs and feelings of others. My consultant

friend feels that same of D's greatest assets as a teacher lie in

the feelings she has promoted in children. The children learn how

to work together and enjoy school. A former student's words side

with this opinion... He is a college student now. D happened to

meet him again recently •• They reminisced briefly about the fifth

grade class he had been in with D as teacher. - "We should have a

reunion with that class~ It was the best class I've ever been in.

We really learned how to get along together." Considering her

personality, it is not surprising that 0 fostered such attitudes

while teaching.

2. Closely related to. the personality and its development--

so closely related, in fact, that they are difficolt to separate,

but yet deserve separate attention---are the teacher's experiences

as a stUdent. These experiences start the shaping of ones feeiing about,

education---as it is and education as it might be. These experiences

influence the person's style when he is later at the helm of the

classroom. D distinctly remembers her early feelings about school.

She began at age five in the first grade. There was no kindergarten.

The first grade teacher had volunteered to babysit D

in school, knowing that 0 was well-behaved and that the father was

widowed and would appreciate such care for his daughter. Even

before this arrangement was made 0 knew how to read, spell, write,

and do a littla math. Her older sister had taught her all these

rudiments. The "babysitting" plan never materialized therefore.

D did as well and soon better than many of the first graders. It

was not long before she was advanced to second grade. School was

"a real treat" to D and her classmates. For them it was an escape

from the hard work schedule of home. It was their only chance in

the day to explore their chlldish interests,and the recesses were

their only chances to really play. "Going to school was a privilege

and a wonderment." D feels that perhaps one reason that

many of"today's children do not view school as thrilling as she

did is that there are so many other things to fascinate them, i.e.

TV, leisure time, etc. The teacher and student:turnover in D's

first through eighth school was very small. Everyone knew everyone

else. The teachers took a personal interest in each of their

students. D misses the small school situation today and suggests

that size and lack of close contact may be the source of many of

our school's problems. D's favorite teacher was her seventh grade

teacher. This teacher made them work extremely hard but "she also

made each person feel that he was the most important person in

her life."

D decided early in life that she wanted to be a teacher.

Carrying this dream through required leaving home in order to attend

a state college, boarding with an elderly couple, and working long

hours In looking back she feels that in many ways her training

program prepared her more thoroughly'for teaching than do most of

the training programs today. 0 was taught how to teach music, art,

and physical education well. Her nature study teacher---a truly

great teacher in D's estimation, -not only showed the prospective

teachers how to teach the subject but also instilled in them an

appreciation and expanding interest in nature. Through role play

sessions with her classmates D learned several techniques for

discipline. She received specific instruction in ways to organize

a classroom, how to decorate a bulletin board, fill out a register,

etc. Her curriculum and methods courses required two week's lesson

plans-for every grade. These plans gave the new teachers some

security as they headed out for their first jobs. The student

teachers whom 0 works with today do not seem to be getting this

type of practical training in their colleges. They come to D with

a very weak background in the ways and means of the: classroom. D

feels that their gaps in knowledge may have resulted from our

current fetish to specialize. In D'S. opinion~e still have a need

for competent general practitioner type teachers.

DiS own student teaching experience was also a little more

thorough perhaps than that of student teacher today_ 8eginning

with her junior year D had three semesters of practice teachinge

The first semester was at the collegels training school. She and

a fellow student teacher were given an entire eighth grade class to

themselves. For half the term D acted as master and the other

student as assistant, and then for the remaining half they switched

roles. Every day the two student teachers met with their supervisor

to discuss plans, problems, and progress. The next two semesters

were more traditional. 0 taught in the city schools under experienced

master teachers, first in third grade and then in first.

In summarizing D's career as a learner we see that it was

filled with happy, successful~ and wotthwhile experiences. It is

not strange, then, that 0 has such a high respect for education

and an intense desire to expose children to the excitement of learning.

my consultant friend describes D's classroom as a place with

a relaxed atmosphere and with children enjoying the task of learning.

Obvously the enthusiasm D has had for education is being passed on

to her students.

3. The types of teaching assignments a person has also

determine his particular teaching style. D has had several, varied

teaching positions. At the time 0' graduated with her credential

there was an oversupply of teachers. Openings were few and applicants

were many. Fortunately for D, her hometown knew her well

and trusted her. The school board gave her their only open

position and their starting salary of $13201 The board expected

its teachers to do such a thorough and competent job that each of

their students would move up one full score on the achievement

tests given each year. They expected their teachers to neither

smoke, go bowling, nor drink but instead to set a moral model for

the children. This was 1940. The principal of D's school kept

tight hold and ran an efficient school. D immediately fit in with

the faculty. This was the school she had attended as a child.

Several of the teachers there had been her teachers. The teaching

style that D brought fresh from college seemed a bit radical at

times to the other teachers, but all went smoothly since D's

methods were effective.

D remembers her first class well and suspects that everyone's

first class holds a special place in one's memory. Her class was

composed of forty-eight fifth graders. They were the sons and

daughters of landowners, cattlemen, and dairymen and the children

of laborers who worked for these men. Many of the children were

of Swiss, Philippine, and Mexican descent. D and the children

worked congenially together. She had her students elect class

officers and then take care of much 6f the class disCipline

themselves. D told me in detail about the characteristics and

events surronding a couple of these children. As she talked about

the children I learned yet more about D. One of these youngsters

was an extremely bright lad with a photographic memory. The school

did not want to accelerate him because his older brother was in

the grade just ahead. D recognized the boy's need to move at his

own fast pace and allowed him to do so. He read over five hundred

books that year. Another younngster was having severe problems at

home. He made plans to run away and confided these plans only in

D. There seems, then, to have been a real appreciation and

trust felt by the students for D. These feelings have lasted

through the years. Many of D's former students still write to her

and keep in touch.

D taught at her first school for five years. During her time

there the school board required that she supervise the sixty-five

fourth through eighth grade Girl Scouts. Carrying this responsibility

out well was almost tantamount to having an additional

full time job. D gave generously of herself in this capacity, too,

however, She and the girls decided one year to stage an operetta

as their money raising project. They put hard work and long hours

into the practicing, making of costumes, designing of scenery, and

publicizing of their production. The show was such a success that

the town folk requested it be run three times instead of the

originally planned one-nighter. The girls cleared 5500 and thus

became the wealthiest organization in the county

(Before relating more ,of D' s teaching successes , it should be

mentioned that she told each of them in a straight forward manner,

in response to my questions. She did not boast even though, in my

estimation, she had justification for doing so. True, there was

pride in her voice, but the pride was more for her children then

for herself. D is a humbIe person. It would probably thr il Jfo er,

but at the same time embarrass her, that such a glowing account of

her teaching career is'-written here. She would be the first to

admit that she has not reached and taught all of her students to

the ~xtent she wanted. Of ten "in her career she has had to console

herself with the thought that if she affects just one student

now and then, her efforts will have been rewarded.)

D resigned from her first school after her fifth year of

teaching. As mentioned above,seven other teachers .resigned, too ••

They had found working impossible with the new, young principal

who had arrived the year before. He was quick-tempered, inconsiderate,

and obstinate. There was no local. teachers': association

and no effective channels for the teachers to show their dis-

pleasure other than to resign; so resign they'did. Jobs were still

not plentiful, but D finally found one in another small farming

community. D has likened this town to Tijuana in its poverty and

lack of pride. The children received D's, love, nonetheless, and

once again a close attachment between students and teacher grew.

The parents were so pleased with D"s work that they requested her to

·take the same group a second year, from fifth onto sixth grade.

D agreed. Although this district did not thrust the Girl Scouts on

D, it did require another time consuming responsibility of her---

that of school librarian.

It was in this town that D met her husband. After marrying

they settled in the same little community. D continued to teach

until the birth of their first child. Her husband held down two

jobs in order to make ends meet. He had attended a tra~es school

after high school and was skilled in working with radio::s and other

electronic gear. The jobs he could' get were not lucrative enough

to fulfill the desires he had for his family, however. He and D

decided that he should go to college and get a degree in.electrical

engineering. They moved with their two-y.ear-old daughter and

infant son to San Luis Obispo. They built a house allan their

own. The husband went to school and worked on two part time jobs.

They hired an excellent babysitter, and 0 went back to teaching.

D refers to this teaching assignment as the high-light of

her career. The school was a one-room SChoolhouse, three miles out
of town. D was there alone with twenty-seven children from grades

first through sixth. It was the only position available and not

a very popular one. This group of youngsters had already "run

off" four other teachers that year. In addition to their wide

span in years, they also had a span in socioeconomic background o

Some of the children's parents were wealthy landowners and other

parents were renting or working the land. many of the children

were there with their sisters and brothers, for the twenty-seven

children came from only ten or twelve families. The parents were

provoked by the inadequacies of the program. They had mesed being

supportive of new attempts to rectify the situation •• D claims that

she learned more in the first three months of teaching there than

she had learned in the seven years of experience preceding ;them.

Shortly after her arrival D found herself in a confrontation with

one of the students. Even in the tenseness of the moment and

with the rest of the students intently observing everything, D

realized that it was a matter of her winning the respect of her

students then or losing it forever. The confrontation ended with

D whipping the boy. D was not accustomed to whipping children. It

took every ounce of emotional and physical strength. And it worked!

Word traveled fast that D had power and determination. The parents

cheered her taking a firm hand. Law and order reigned the remainder

of the four years that she was there.

-Exciting learning experiences predominated, too. The school

district was a wealthy one and since D had conquered the rebel

school, the school board was more than happy to fill any request

that D .made for supplies or materialso They also allowed her to

set up the program in any manner she wished. D gave herself a

refresher course on the needs and curriculum sequence for first

through fourth graders, since she had never taught these grades

full time. Then she set up a program wherein the children could

help each other. Also, she found that these youngsters were very

aware of their natural surroundings. Many of them found beauty in

the simple things around them. D capitalized on this awareness and

interest in nature by starting various science units· for them.

They collected and studied butterflies; planted, cultivated, and

,harvested a garden; studied the weather. These children were also

interested in the practical aspects of education. They wanted to

know how to cook and entertain. D ordered 'a stove, received

one immediately from her generous board, and taught the children

how to cook. Together they put on PTA dinners, complete with

handmade corsages and tonette band entertainment. D and the

children were not dictated to by any particular schedule nor by

school bells. They worked on subjects each day until they came

to their natural conclusion. Their schoolroom was a large one.

They were able to spread out and have many things'going on at once.·

It was difficult for D to leave such an ideal arrangement,but at

the end of four years -her husband had c9mpleted his schooling and

had secured a job in one of the suburbs of Los Angeles.

DiS next teaching job was in this suburb. She did some

home-teaching first and then was assigned a first grade class in

an elementary school of 1000. The children came from middle

class homes. The majority were the children of blue collar workers.

D entered her new position with real confidence and purpose. She

had had experience now with all the elementary grades. She found

that knowing well the full spectrum of children's needs and abilities

helped her in establishing relevant goals. D speaks warmly

of the other teachers in this school. It was a very professional

group of teachers who had many creative ideas for lessons and

enjoyed sharing them~ D taught first grade for two years and

fifth for eight. Then she moved to another school in the same

district---the school where she is currently teaching. This

school of sixteen classrooms is in an upper middle class part of

town. The fathers of her students are doctors, lawyers, and private

businessmen. D has taught here for six years and has found these

children just as stimulating and rewarding to work with as she has

all the others who came before them. Students, parents, and

administrators fell likewise about D.

The above has been a brief account of the types of teaching

assignments D has had. The children she has taught have varied

in age, intelligence, race, ethnic group, up bringing, and personality.

She's taught in large schools and small, with demanding

.administrators and extremely flexible administTators, when supplies

were limited and when they were in abundance. Each experience

added to D's competence as a teacher, broadening and deepening

her teaching skills and affecting the manner in which 0 plays the

teaching role.

4. Time and place also deserve separate attention as determiners

of teaching style. How a teacher teaches depends in part

on the times and places he lived, learned, and taught. When D

was teaching in her· first school she kept tighter control and taught

more for the sub ject matter than sh'e did when she taught in the

one-room school house. She taught for practical knowledge in the

country and with more of an academic slant in the city suburbs.

In the past she did not have to think much about college preparation

for her elementary school charges. Now she finds- herself

having to frequently consider their college preparation needs.

Actually D deplores this situation for she feels that many of her

children are headed towards college simply because they do not

know of anything else to do and because they are pressured by their

parents and society. D feels that we need to do something to

bring dignity back to vocational classes and,blue collar jobs.

She prefers to teach children to live with themselves, cultivate

their own talents, and learn to be happy with themselves; but the

time and place force her to superimpose other goals:?n this basic

goal of her own. Time and place do affect a teacher~s style.

Personality, learning experiences, teaching experiences,

time and place---They are all interwoven, but to me they stand aut

separately as keys to "Why does each teacher teach the way he does?"

What makes an effective teacher effective?

D's history has given me some possible keys to this question,

too. Before discussing them a few words should be addressed to

the definition of "effectiveness." What 6ne person considers

"effective" another person might consider "inadequate. II I choose

to measure effectiveness by the degree that the taacher does two

things: 1) helps the child reach and appreciate his own individual

potential and 2) enculturates the child into his society. Making

such measurements is impossible of course. The child is constantly

being bombarded on so_many fronts that we cannot decipher out the

exact causes for each behavio±al change. We cannot--know for sure

if it was the mother, chum next door, or teacher who suddenly has

made him stop sucking his thumb. Then, too, some behavioral

changes do not occur until long after the original source of the

change has left his life. Perhaps in college the stUdent rediscovers

an interest in weather---an interest which was originally

sparked by his teacher in the fifth grade~ The precise measurement of effectiveness is an impossiblity; but rough indicators of

it can be used.4 The indicators I wish to use in D's case are the

opinions of students, parents, and-administrators. The student

who felt that his class had learned how to get along together

suggests the effectiveness of D. The parents who wanted D to take

their children for a second year felt she was effective, too. At

her current school some parents have requested that their children

be in D's room. My consDltant friend states that 0" is an effective

teacher. The school board who filled all her requests in the country

also found her work of value.

Having established that 0 is effective in the above terms, we

can return to the question of "Why?" In looking over the data I

have so far found six characteristics that D has and holds in

common with other effective teachers that I know:

1. A positive outlook on life~ D certainly has this. During

the period of our interviews this normally active woman was

restricted to the confines of her home and nearby neighborhood.

She could have become quite depressed about these restrictions,

but instead she kept herself busy with sewing, reading, visiting,

cooking, and music. I looked forward to my visits with O. Her

manner was always pleasant. Her cheerful attitude no doubt creates

a happy tone in her classrriom, too, and in my estimatidn a comfortable

tone must exist before meaningful learning can take place.

2.£nergy; D:"has lots of it. Ever since her days at college

when studies, classes, and work consumed from eighteen to twenty

hours a day, D has functioned on shorter hours of sleep than most

other people need. Often she stays several hours after school in

order to finish for that day or plan for the next. In her free

moments she keeps busy with a variety of pastimes. "Working with

yaung children requires an abundance of energy. Their minds and

bodies seem to only rarely be at rest. It takes an alert, strong

person to keep up with them and to direct their efforts.

3. The ability and willingness to bend and be flexible. In the

case study on D one finds many examples of her flexibility. She

was able to adapt as she moved from place to place and from past to

present. She has consistently stayed abreast of the times and

setting. In her teaching organization today, D does not have a set

daily program. Sometimes she and the class will spe·.nd the entire

morning on health, reading, practice for an operetta, or some· other

current project. D always plans so that each subject will be

covered adequately but she does not allow the structure to become

rigid and binding. 0 never saves old worksheets to use again the

next year. What has worked with one group, she has found, will not

necessarily work with the next. A teacher who aan make the curriculum

fit the child, group,. and the moment!s mood is a master indeed.

4. A creative flair. Ideas for new ways of presenting lessons,

new assignments, different worksheets, changes in room arrangements

and daily organization, etc. keep school from becoming a monotonous

routine. D has never had trouble generating new ideas.

5. A desire to grow intellectually, emotionally, and socially.

D has always exercised a zest for finding out more about herself

and the world about her. She has grown right along with her

stUdents. Her enthusiasm for learning has often spread to them.

 A sincere interest in others·, a selflessness. I can

personally testify to D's sincere interest in others. She graciously

gave of her time for this paper and was eager to help in any way

she could •• As she talked about ~er stUdents I detected a selfless

concern for them. I am certain that her students detect this concern,

too.and respond to it.·

My two broad questions have some answers now. In addition to

this closure, the case study assignment also brought me three

unexpected insights that I wish to share:

Teachers are a fascinating combination of self and experiences.

Their effectiveness depends on certain personal characteristics

that must be allowed to flow freely. This being the case, we must

exercise caution as we train and supervise teachers. Our ideas

cannot effectively be put into action unt~l·those ideas become theirs,

too o In my opinion, learning at its best is a personal matter.

The teacher cannot teach well.something he does not himself believe

in. For this reason, we must not thrust our ideas on teachers but

must give the teachers time and the opportunity to mold the ideas

into their own schemes.

As D and I concluded the last interview, we realized that the

sessions had been rewarding to us in ways that we had not antic4-

pated. As I had asked D questions I had asked myself the same. We

both found ourselves taking the long view of where we had been in

our careers and where we are going. It was a time for putting

all the little pieces into a comprehensive whole.

Finally ( and the most exciting serendipity of all) I discovered

that "prying" is not painful after alII At the end of our

very first session I knew more about D than I knew about many of

my close friendsl Since then I have been more quizzical of my

friends. People enjoy talking about themselves and the thoughts

that matter most to them.oWhy do we spend so much time talking to

each other on only surface levels? We'could all know each other

better if we would just pry a little more.

,

Remembering GG by Ginny Fulton

January 21, 2016

I am so worried that I will forget the little things. How she smelled...her perfume (Shalimar?) The Yardley's English lavender soap in her bathroom of her house. The roses carefully tended in her yard. Grandmas house was the taste of apple pie and corned beef and cabbage. It was persimmon cookies and enchiladas with olives. The sour balls and strangely flavored metallic wrapped taffy's in the crystal bowl on her sitting room table. (Always low enough to look at tempt but no one was ever brave enough to sneak one.) Julie and I would agonize and deliberate over which piece we would choose. Lifting that heavy lid and the soft scrape it would make seemed to add to the anticipation. The sound of her laugh and that twinkle in her eye when she was teasing. The stern teacher voice that would make my stomach drop even when it wasn't directed at me. The very clear pecking order of us grandkids that Jimmy always topped as a child simply by being the oldest male. And yet I never remember feeling resentful. I knew Grams loved me too.

When I was younger she terrified me. We always had to behave at Grams house. Her furniture was hard and uncomfortable and there was lots of glass & porcelain knicknacks that could easily be knocked over. But just like the woman, her house had unexpected sweetness. There was the player piano she let us pump and play, carefully choosing the rolls of fragile songs to load. The grownups must of endured the same 4 or 5 show tunes that Juj and I favored over and over. I remember how we would take turns because our legs would burn after a few songs. There were board games in the back room. Shoots and Ladders. And the little school bus with the figures we would spend hours playing with.

I remember when I first discovered Gram's sense of humor. There were glimmers of it (like the time she endured a woopie cushion and gave the best reaction) but it was cemented when I was in junior high. For some reason she was watching me after school and I was telling her about junior high PE. And for some reason we got the giggles (Junior High PE is pretty funny) I remember sitting on the couch with her laughing so hard I had tears in my eyes and my stomach hurt. And that is when I realized that there was far more to my Grandma Girlie than I had realized. That I didn't just love her, but I enjoyed her.

She sewed. She made Juj and I elaborate CanCan outfits for Halloween, I must have been in 3rd or 4th grade. We got to go and help pick out the colors and fabric. I wore that outfit until I couldn't fit in it. I should have kept it. I did keep the last sewing project we did together. A formal dress. Bright shimmery blue. It was so hard to sew, there is no way I could have done it without her. I was in college and we made it over winter break. I felt like a fairy princess in it. I only wore it once, and she must have known I wasn't going to have much occasion to wear it...but she helped me sew it all the same.

Later when I had Linnea and Campbell, I would meet her, Mac and my dad for lunch at Caffe Latte, Rainbow's End, New China or Wagon Wheel (is that it's name...that is what dad called it). I remember being so tired and yet would look forward to lunch. She fed me, gave me perspective. Even towards the last few months and years, sharing meals with Grams was important. And after every visit I always felt better...like some of her perspective or wisdom had rubbed off and realigned me.

She taught us to love travel. To endure the loudest snoring (hers). To be frugal in some ways and generous in others. To be spiritual. To volunteer and give back. To accept our lives and shape them with dignity and love. She helped to teach us to drive...with nerves of steel in a giant boat of an Oldsmobile. And you always knew where you stood, if you were in trouble or if you delighted her.

I feel so lucky to have had such strong women role models. What they did, it is both inspiring and a bit daunting.

I will miss her but I am so grateful to have had her.

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