What I Learned About Creativity from My Worst Subject

By Leslye Joy Allen

Historian, Educator, Theatre and Jazz Advocate & Consultant, Doctoral Student

May in the Park, No. 24
Copyright © 2012 by Leslye Joy Allen

Copyright © 2012 by Leslye Joy Allen. All Rights Reserved.

I do not typically write about Education per se.  Two of my favorite bloggers ModernDayChris and Matt Wilson of Everything Needs to Change do the best writing about the subject, particularly the education of children in our public school systems from Kindergarten to 12th Grade.  This essay is not so much a critique as it is a reminder about something often forgotten when conversations and analyses take place about what is wrong or right or that needs fixing in American education overall.

First, let us be honest.  Not all American public education is flawed; it is often unequal based on race and/or socioeconomic factors.  It can also suffer from certain regional economic problems, which are beyond the scope of this essay.  The quality of American higher education runs the gamut from mediocre to the best in the world.  Yet, there are certain actions and habits that can help any student regardless of the quality of that education.  Of course, the best education nurtures these habits.  So here goes…

For the record, I was possibly the world’s worst Biology student.  After routinely making grades of “A” in subjects like History and English, I nearly flunked Biology in high school.  I will not bore you with the stories about my nausea and headaches when I had to dissect some dead animal preserved in formaldehyde—That is a whole other essay by itself.  When I had to take Biology in college, I determined that I needed to not only study, but also come up with some creative ways to study.  After getting a lousy two out of twenty identifications correct on a Biology Lab Practical Exam, I arranged a meeting with my professor.  (For those of you who have forgotten what a lab practical is, it is simply a test where you identify bacteria, amoebas, and other items physically located in a biology lab, many of which are under a microscope.)

My professor informed me that he typically set up everything in the lab on Saturdays.  I asked if I could come by on Saturdays.  He said that I could, and that I could stay as long as I wished so that I could examine and take notes about all of the items in the lab.  Off to campus on Saturday I went carrying my notebooks and an assortment of colored markers so that I could literally draw what I was examining so that I could study it at home, over and over again.  On nearly ten consecutive Saturdays, I also got a chance to talk at length with my Biology professor.

I joked with him that a historian’s brain dealt with a lot, and it did not have much room for Biology.  My professor admitted that he had never been a good student of History.  We both took note of the fact that History typically tells a story; and it also typically argues a thesis, which is why you can find so many different History books about the same event that argue entirely different positions about why that event happened.  This is why Law students typically have to have some academic background in History—History teaches you to see more than one side of an argument.  Biology, however, is another matter.  That amoeba cell that you just examined under that microscope is going to remain an amoeba cell.  You can either recognize it or you cannot!

During these Saturday sessions, I had the opportunity to ask my professor numerous questions about everything in that lab.  I swiftly took notes of everything he said.  When both he and I were taking breaks from the subject matter, we discussed History, Politics, Performance Arts, and whatever was happening in the news.  He quickly discovered that while I would never be a great biologist, I was a good student in History, and a burgeoning intellectual.  So, what is my point?

The point here is I listen to students and some educators talk about subjects they describe as not preparing students for the kind of work they will be doing as adults.  “Why do I have to take Biology if I am never going to use it?”  That is a fair question.  Yet, my experience with taking a subject I might not have to use or need to use taught me several important lessons about the intrinsic value of a good education beyond the mere mastery of any particular subject matter.

First, when I made a solid “B” as my final grade for Biology, I knew I had earned it.  No one—and I certainly did not—really wants to go back to school on Saturdays.  I went back and stayed long hours and it paid off.  Second, because I was often the only student in the lab on those Saturdays I was free to speak with my professor without interruption.  Technically, I got free tutoring lessons simply by showing up and availing myself of his expertise.  Third, my professor witnessed me making an extra effort in a difficult subject.  While professors do not grade for “effort” (nor should they), it does not hurt for an instructor to see a student put in extra time in order to master a difficult subject.  Fourth, I learned that I could conquer that which was difficult.

I also finally understood lessons that my mom and my uncle, both educators, often emphasized throughout my childhood and adolescence:  Education is as much about endurance as it is anything else.  And as my mom often stated: You cannot expect a student to become the next Einstein if he or she cannot get along with other students (teamwork) and also willingly and creatively work on difficult subject matter.  Importantly, both Mom and my uncle insisted that one of the keys to a good education was the “social” skill of learning how to navigate difficulties and put in extra time without resorting to short cuts or cheating or other forms of skulduggery.  Tackling a subject that one is not good at forces a certain level of creativity—that is creativity often born of unorthodox or unconventional ways to retain and master the subject matter, and pass the class.

It is right about now that the folks that know me well would assume that I would go into one of my soapbox sessions about the necessity of arts education in schools, and how the arts make students more creative and help with spatial reasoning and a host of other skills, including enhanced skills in Mathematics and Sciences.  Well, I am not going to do that, exactly.

Exposure to the arts certainly enriches and develops creativity; and I have never met an artist that was not creative at something.  Yet, creativity is not the exclusive domain of the arts or artists.  I have met many individuals who did not have an artistic bone in their bodies, but who were highly creative people.  If students are to develop into productive individuals who can think their way through and out of complex problems, regardless of academic discipline, then education needs to not only expose students to the arts, but it should also advocate that creativity—artistic or otherwise—is an essential skill for all academic disciplines.  Furthermore, arts education advocacy need not exist on, nor should it lay sole claim to, some creative island minus its other academic counterparts.  Perhaps, this is where the real debate about education needs to begin.  More to come later…

Copyright © 2012 by Leslye Joy Allen. All Rights Reserved.

Leslye Joy Allen is proud to support the good work of Clean Green Nation.  Visit the website to learn more about it: Gregory at Clean Green Nation!

Creative Commons License This Blog was written by Leslye Joy Allen and is protected by U. S. Copyright Law and licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.  Any partial or total reference to this blog, or any total or partial excerpt of this blog must contain a direct reference to this hyperlink: http://leslyejoyallen.com with Leslye Joy Allen clearly stated as the author.

Six Historical Facts You Probably Did Not Know About Jesus and Christianity that You Should Know

Green Earth 1
by Leslye Joy Allen, Copyright © 2012

by Leslye Joy Allen

Historian, Educator, Theatre and Jazz Advocate & Consultant, Doctoral Student

Copyright © 2012 by Leslye Joy Allen. All Rights Reserved.

  1. The name “Jesus” is a transliteration of a more common Hebrew name, “Yeshu’a.”  The proper name of the central person in Christianity is “Yeshu’a ben Yosef,” which technically translates as “Joshua, son of Joseph.”  For a long period of time, the letter “J” in the Western world was pronounced with a “Y” sound.  There is no letter “J” in the Hebrew or Aramaic languages that Yeshu’a ben Yosef spoke.
  2. Historians and other biblical scholars have noted that the FOUR Gospels included in the Christian Bible that detail the life of Yeshu’a ben Yosef cover only FIFTY days of his life.  There are no known written records that give details of his life in its entirety.
  3. There were/are over THIRTY Gospels written about the life of Yeshu’a. In circa 180 CE, a scholar named Irenaeus wrote his Adversus Haereses (Against Heresies) where he determined that only FOUR of these Gospels should be included in the Bible.  These FOUR Gospels were the Gospels according to Matthew, Mark, Luke, and John.  At the time, Irenaeus and his followers were vehemently against and competing for adherents with Christian Gnostics.  Do not confuse Christian Gnostics with “agnostics.”  Christian Gnostics were a group of Christians who performed different rituals and who held several different interpretations of the life of Christ and the practice of Christianity.
  4. The Lord’s Prayer was originally recited by Yeshu’a in Aramaic, one of a few languages that Jesus spoke.  There are many different translations of “The Lord’s Prayer,” from the original Aramaic.  The Lord’s Prayer that most modern Christians recite is actually a version edited and re-written by England’s King Henry VIII, which is why it (and the King James Bible, edited by England’s King James) sounds so much like English poetry from the 16th century.  Read some Shakespeare and then read some passages of an Old King James version of the Bible and you will notice the similarities.
  5. The standard practice for punishing a woman who had committed adultery or who became pregnant outside of wedlock, was to take her to her father’s door, bury her up to her neck, and then have the men of the town throw rocks at her head until she was dead. Yeshu’a stopped the men from killing the alleged biblical adulterous woman, daring them to cast the first stone if they too were not guilty of some offense; by so doing, he was stopping this common and accepted practice of death by stoning.  Many scholars believe that Yeshu’a was applying the rules of adultery to men.  Up until that time, only women were charged with committing adultery. Men had customarily been allowed concubines, particularly if their wives were barren or had passed childbearing age.  Yeshu’a surely understood the implications of sanctioning the act of stoning women to death. After all, his stepfather Yosef (Joseph) disobeyed the Mosaic practice of stoning when he learned that the woman, Mary, to whom he was betrothed, was “with child,” a child that Yosef/Joseph was certain he did not sire.
  6. Yeshua ben Yosef was sentenced to death by crucifixion, Rome’s standard death penalty for slaves convicted of crimes.  The charges against Yeshu’a were HERESY (going against church teachings) and SEDITION (which is plotting to overthrow the government).  Yeshu’a was first tried, convicted, and sentenced to death for HERESY by Jewish Church authorities before he was turned over to Pontius Pilate, the Procurator of Judaea from roughly 26 – 36 CE, for further prosecution by the Roman state.

While the Internet can certainly help you read more about this information and other related topics, the information included here can be found in the Dictionary of Roman Religion, see Lesley and Roy A. Adkins article “Jesus of Nazareth.”; another good source of information is a book called Jesus by A. N. Wilson (London: Sinclair-Stevenson, 1992).

Copyright © 2012 by Leslye Joy Allen. All Rights Reserved.

Leslye Joy Allen is proud to support the good work of Clean Green Nation.  Visit the website to learn more about it: Gregory at Clean Green Nation!

Creative Commons License This Blog was written by Leslye Joy Allen and is protected by U. S. Copyright Law and licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.  Any partial or total reference to this blog, or any total or partial excerpt of this blog must contain a direct reference to this hyperlink: http://leslyejoyallen.com with Leslye Joy Allen clearly stated as the author.

What Do Those Gates Protect?

by Leslye Joy Allen

Historian, Educator, Theatre and Jazz Advocate & Consultant, Doctoral Student

Copyright © 2012 by Leslye Joy Allen. All Rights Reserved.

In my previous blog The Persistence of Old Models / Old Beliefs I wrote about my meetings with theatre expert Paul Carter Harrison and our discussion about the problems with racial stereotypes.  Of course, the one thing about being a historian is that when you ask and address one question, other questions always come up.  So here goes.  I do not know about you, but I find something odd about the death of Trayvon Martin that has nothing to do with the actual shooting of the gun that killed him, but rather that the neighborhood that he was visiting that fateful night in February 2012 was a “gated community.”  Does anyone find it strange that there had been a rash of burglaries allegedly committed by young Black men in a “gated community”?  This issue may not ever come up in the actual trial of George Zimmerman, but exactly what or who were those gates in that Sanford, Florida community supposed to protect?

I live in what is technically a middle class/working class all-Black neighborhood.  My neighbors and I look out for each other.  On the very rare occasion that we see something or someone that we find strange or out of the ordinary, we call the police and let the police do their job.  Everyone has a fenced-in backyard.  A few homes have fences around the entire perimeter.  Many people have alarm systems installed, which is always a good idea because it is a real deterrent to break-ins.  There have only been a couple of burglaries that I can recall in the over forty years I have lived here, and at least one of those was committed by a couple of kids who were caught shortly after the break-in.  To my knowledge, there has never been a rash of burglaries; that does not mean that it cannot happen.  It just means that since the early 1970s, I have never heard anyone say, “We have got to do something about this rash of burglaries.”  This brings me to this whole idea about gated communities.

I have seen several gated communities.  In fact, I live less than two miles from an all-Black gated community.  The one obvious distinguishing characteristic is that no one can just walk in or out and no one can drive in or out without having some kind of code, a pass key, or something that says you live there or are visiting.  The closed perimeter is in place precisely to restrict the entrée of unwanted visitors.  So how is it that this gated community in Sanford, Florida has endured so many burglaries?  If the gates to this community remain closed, how did the thieves get in, burglarize a home or several homes, and then get out?  Did they jump a fence?  If so, exactly what did they steal?  The fact that you should not be able to drive in and out of a gated community easily limits the abilities of a thief or thieves, does it not?  I say this to raise something far more troubling about the entire area we all now know as Sanford, Florida.  First, allow me to comment on one unrelated event that happened to a friend.

A couple of years ago, burglars broke into the house of one of my friends.  The police quickly apprehended the thieves.  Yet the first thing the police noticed was that the thieves went into the house and cut the phone cords to the alarm system.  The police suspected that someone–probably there to do work on the home–who visited this house took note of where the battery and controls for the alarm were and passed along that information to the burglars.  Not long after this happened, I quickly encouraged everyone I knew to install a wireless cellular back up system to their existing alarm system so that it would immediately kick in should someone be brave enough to break-in and then cut the phone wires.  Now, I do not say this to make everyone think that the man that just delivered their refrigerator is automatically a potential suspect for a future burglary.  Most of us do not think of burglars or any other type of criminal in this manner.  Criminals always look like they are up to something, don’t they?  Yet, all those burglaries in that gated community in Sanford, Florida made me think about what happened to my friend.

If this neighborhood was having a string of burglaries, exactly how difficult was it for that community to request an increase in police patrols?  If a community has these gates, does that automatically mean that it needs fewer police or no police?  If you do not live in one of these communities and you visit one, doesn’t that mean that you or almost anyone visiting a gated community could be seen as suspicious?   We learned that George Zimmerman called 911 over fifty times during the course of a year.  If all of these phone calls were legitimate, then why did he need to call so often if he lived in a gated neighborhood?  Is it not fair to ask: Were all these burglaries committed by people who were not members of this neighborhood?  Do those gates really keep people out or do they seal people in?

Please read: Florida’s problematic gated communities by Bonita Burton

Copyright © 2012 by Leslye Joy Allen. All Rights Reserved.

Leslye Joy Allen is proud to support Clean Green Nation.  Visit the website to learn more about it: Gregory at Clean Green Nation!

Creative Commons License This Blog was written by Leslye Joy Allen and is protected by U. S. Copyright Law and licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.  Any partial or total reference to this blog, or any total or partial excerpt of this blog must contain a direct reference to this hyperlink: http://leslyejoyallen.com with Leslye Joy Allen clearly stated as the author.

A Little Girl and “The Nativity”

by Leslye “Joy” Allen                                                                                                        Historian, Educator, Theatre and Jazz Advocate & Consultant, Doctoral Student

Copyright © 2012 by Leslye Joy Allen. All Rights Reserved.

For the record, I am a historian and contrary to popular belief, historians are not social scientists.  History belongs in the category of the Humanities, as in the phrase “Arts and Humanities.”  Art and artists tell stories and so do historians.  We just do it in different ways.

Historians analyze and interpret the past.  We ask “why” something happened and we ask “how” something happened.

There are as many different angles and answers to those “how” and “why” questions as there are historians.  Performance art also does this because no two performances are ever the same; and audience members often see and interpret the same story or song in a hundred different ways.

Yet, I digress.

What I really want to share is a particular story, a story about a little girl who sat in an audience and gave me the best lesson about what the arts, particularly theatre, does for an audience.

I have always been fond of Langston Hughes’ Black Nativity. Many theatre companies in Atlanta have performed this holiday classic over many decades.

I recall seeing many performances of it by Jomandi Productions and many other local Black theatre companies. In recent years, many directors and playwrights have produced their own version of the “Nativity.”

There was yet another re-imagining of this annual story conceived, written, and choreographed by Patdro Harris as part of Kenny Leon’s True Colors Theatre Company’s annual Christmas offering that played in December of 2011 at the beautiful Southwest Arts Center.

Yet, a couple of years ago, I witnessed Black Nativity for perhaps the eighth or ninth time.  This time, however, I sat behind a little girl who could not have been any older than five or six years old.  I watched her and nostalgically recalled that my first theatre experience occurred on a visit to New York when I was four and a half years old—I saw Sammy Davis, Jr. in Golden Boy.  However, the little girl watching Black Nativity did more than bring up fond childhood memories for me.

Sitting in the dark at the Southwest Arts Center, preparing myself for True Colors Theatre Company’s version of Black Nativity, I watched this child’s face break out in a wide—missing-tooth—grin as the music, dance, and dialogue began.

She watched the show with wonder, that kind of childhood wonder where everything is brand new.  After the show was over, while I chatted with some folks in the lobby, I watched and heard this child make a dozen comments and ask nearly as many questions:

“Mama, I sure did have a good time.”

“Mama, was the baby Jesus a real baby or was it a doll?”

“Mama what do actors do to make themselves look old?”  “

What does “nativity” mean?

How can the same person pretend to be two different people?

The questions and comments from this child kept coming.  Yet that is what the arts do—art always triggers the imagination.  So I often wonder why some legislators do not realize that part of the reason why schools have difficulty raising students’ Math and Science scores is partially due to the fact that there has been a systematic de-emphasis and de-funding of the Arts and the Humanities.

Being able to memorize and regurgitate information is not a clear example of scholastic aptitude; being able to creatively think one’s way through or out of a problem is an explicit illustration of genuine intelligence.  If you think Albert Einstein created his theory of relativity based only on what his science and math teachers taught him, you are dead wrong.

“I am enough of an artist to draw freely upon my imagination,” Einstein said.

If you think George Washington Carver did not understand the importance of creativity, think again.  Carver emphasized that, “Since new developments are the products of a creative mind, we must therefore stimulate and encourage that type of mind in every way possible.”  It is not likely Einstein or Carver would have become the geniuses that they were without a genuine respect for the arts.

That little girl I listened to asking questions in the lobby of the Southwest Arts Center would never have asked the kind of questions she asked her mother had her mother decided not to take her to see a play or a musical.

Black Nativity had stoked her young imagination.  When you stoke children’s imaginations, they ask intelligent questions; and when this kind of inquisitiveness is encouraged, they tend to grow up to be adults who ask intelligent questions.  When you have adults who know the right questions to ask, you tend to get a community that will demand and possibly get better public policy on everything from city services to health care to education.

So, do your community, yourself, and your children one favor.  Take yourself, your children or a child to see a play, a Jazz concert, a ballet, and/or an art exhibit.  Now there is no guarantee that you or any child that you expose to the arts will become the next Einstein or Carver, or even a great performance artist.  Yet, why not give them a shot at being any or all of the above.

Peace.

Copyright © 2012 by Leslye Joy Allen. All Rights Reserved.

Leslye Joy Allen is proud to support the good work of Clean Green Nation.  Visit the website to learn more about it: Gregory at Clean Green Nation!

Creative Commons License This Blog was written by Leslye Joy Allen and is protected by U. S. Copyright Law and licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.  Any partial or total reference to this blog, or any total or partial excerpt of this blog must contain a direct reference to this hyperlink: http://leslyejoyallen.com with Leslye Joy Allen clearly stated as the author.

Soldiers, Scholars, and “Black Redtail Angels” in Southwest Atlanta

by Leslye “Joy” Allen                                                                                                        Historian, Educator, Theatre & Jazz Advocate, Doctoral Student                                               Copyright © 2012 by Leslye Joy Allen. All Rights Reserved.

“White American bomber crews reverently referred to them as “The Black Redtail Angels” because of the identifying red paint on their tail assemblies and because of their reputation for not losing bombers to enemy fighters as they provided fighter escort to bombing missions over strategic targets in Europe.” –Lieutenant Colonel Charles W. Dryden (1920-2008) from A-Train: Memoirs of a Tuskegee Airman

Back in early December 2011, I received an email from a cousin that contained a trailer from the movie Red Tails, a film about the Tuskegee Airmen directed by Anthony Hamilton, produced and largely funded by George Lucas.  Not long after I received the email with the trailer, I was thinking about my one and only meeting with the late Lieutenant Colonel Charles W. “Chuck” Dryden.

I had called Dryden when I briefly served as an intern for a World War II Oral History project.  When I called him, he looked at his Caller ID and determined that I was calling from a phone in Southwest Atlanta.  He told me to hang up the phone and come on over.  With no hesitation, I drove to his home, which was about six minutes from my own.

Dryden was a decorated Tuskegee Airman, and one of many Tuskegee Airmen that lived in Atlanta, which is home to more Tuskegee Airmen than any other city in the nation.  A member of the famous 99th Pursuit Squadron, and later the 332nd Fighter Group, it was Dryden who led a group of six Black fighter pilots in aerial combat in Italy in 1943—This was the first time in aviation history that Black pilots in the U. S. Army Air Corps engaged an enemy in aerial combat.

I spent an afternoon at his home in Southwest Atlanta back in the summer of 2007 where he told me how he had to be perfect as a fighter pilot if we were going to stop Hitler’s Third Reich and if he and others were going to prove that Black men made excellent fighter pilots.

That afternoon I learned that he was much, much more than a fighter pilot.  I had owned his memoir A Train: Memoirs of a Tuskegee Airman for years, but at that time, I had not yet had an opportunity to read it in its entirety.  However, from what I had read and from my conversation with him, it was apparent that he was very much a scholar.

We discussed history, politics, art, World War II, U. S. military intervention in Iraq and Afghanistan, the upcoming “Democratic Presidential nomination” of Barack Obama, and of all things: my Master’s thesis.  He insisted that I tell him more about my research on the White politicians that made up the Georgia Know-Nothing Party, a group that did not want Georgia to secede from the Union as the South reeled from the election of Abraham Lincoln.

I should add that we also talked some mess!  I noticed a picture of Dryden and his beautiful and brilliant wife Marymal Dryden.  She was not there when I visited, but I remember reading one of her essays.  The handsome couple stood there in the photo with the Arizona sunset as their background.

“You remember that scene in the movie Waiting to Exhale where Angela Bassett burns up all of her ex-husband’s stuff in the car,” he asked.  “Yeah,” I answered.  “Well, we are standing right there in that same spot where she burned up everything.”  We both burst into laughter.

He could not stand upright, as he had been afflicted with a severe stroke.  Yet, his mind was razor sharp.  He thought U. S. involvement in Iraq and Afghanistan was dangerous.  Moreover, of more than a dozen WWII vets that I spoke with, ALL of them thought this way.  In less than a year after my wonderful visit, Lt. Col. Dryden passed on to the ancestors.

Not long after his death, a young woman in one of my history classes informed me that she would be attending the United States Air Force Academy.  In one of our conversations where we talked about everything from the fact that the Air Force had fewer Blacks than any other part of the armed services, she told me that she met Lt. Col. Dryden before his death.

When I asked her about their conversation, she looked me straight in the eye and said that Dryden’s face lit up when she introduced herself and told him she was planning to go the United States Air Force Academy.

He told her, “When you get to the Air Force Academy, you give THEM HELL!”  We both laughed because we knew what he meant, and we offered no apologies for his pointed audacity-filled instructions to her to kick some you-know-what at the Air Force Academy.

Nearly four generations her senior, Dryden let this young sister know that his expectations of her were high.  He also knew that his vote of confidence in her abilities would buttress her against any doubts she might develop should she encounter those individuals who thought the United States Air Force had no need of Black female officers and pilots.  Like every other Tuskegee Airman I know of, Dryden never lost his swagger, his sense of possibility.  Like many other men and women of his era, he expected much from himself and from all of us who were born after him.

Dryden and my parents were contemporaries.  I am a late born child—my mom turns 91 years young this year.  If my father were living, he would be turning the age of 92.  The men and women of Dryden and my parents’ era not only lived long enough to see the world change, but they were largely responsible for changing it.

Folks my age and younger often complain about what needs to be done to create racial and economic justice.  Many of us have been vocal critics of our elders, and often our analyses of what did or did not work in the past have been correct.  However, if there is any lesson to learn from the “Black Redtail Angels,” and our elders from the World War II era and beyond is their dedication to education and their examples of extreme sacrifice.

These men and women—Black and White— those in the military and those keeping the home front, were in their twenties when Adolph Hitler threatened to destroy any semblance of racial or ethnic equality in Europe and elsewhere.  I shudder to think of how different the world might have been had he and his minions been successful.

We often forget that the Third Reich did not just target Jews for extermination.  It exterminated and planned the extermination of Poles, and all Slavic peoples, persons with mental and physical disabilities, Gays and Lesbians, and yes, Afro-Germans.

We owe folks like Lt. Col. Dryden and Lt. Col. Hap Chandler, a White fighter pilot from Toccoa, Georgia.  Not long after I met Chandler, I learned that he had shown up at a meeting of Georgia’s Tuskegee Airmen to thank them for keeping him alive and to apologize for the awful way that “members of my race treated you.”

Chandler also had that same swagger, intellectualism, and expectation that I noticed about Dryden.  In the late 1940s, he also belonged to that small but growing number of White veterans who had to reassess their erroneous beliefs about alleged “Black inferiority” that remained endemic to every aspect of American life and was the very basis of the social and economic order of the American South.  I should add that Chandler was cool.  He drove a Jaguar and arrived for his interview wearing a suit and tie and holding hands with his seventy-year-old girlfriend.

The Tuskegee Airmen, and other Black World War II veterans came back home to the United States and demanded equality from a country that denied them the very thing they had fought for abroad.  The modern-day Civil Rights movement began with the efforts and work of all of these men and women.

They went to college (or back to college) in record numbers under the G. I. Bill.  They sought advanced degrees, pursued well-paying skilled jobs in new industries, started businesses, and swelled the numbers of the Black middle class so that you and I could do much of what we are able to do now.  They bought homes and sent kids to college.

They registered and voted in every election.  They marched with and sometimes paid to get civil rights activists, students and radicals out of jail.  They set examples for us to follow and repeat, and made some mistakes for us to study and avoid, but they never stopped moving and searching for new ways to create a more just and equitable nation for their children and grandchildren.

They did all of these things without computers, cable television, the Internet, email, blogs, social media or cell phones.  We should do no less.  Peace.

Copyright © 2012 by Leslye Joy Allen. All Rights Reserved.

Leslye Joy Allen is proud to support the good work of Clean Green Nation.  Visit the website to learn more about it: Gregory at Clean Green Nation!

Creative Commons License This Blog was written by Leslye Joy Allen and is protected by U. S. Copyright Law and licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.  Any partial or total reference to this blog, or any total or partial excerpt of this blog must contain a direct reference to this hyperlink: http://leslyejoyallen.com with Leslye Joy Allen clearly stated as the author.