Mama’s Garden

Posted on March 13, 2013 by Leslye Joy Allen (Ayọ)

by Leslye Joy Allen

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

“If you plant it in the earth, give it just enough sunlight, just enough water, and just enough nurturing, it will yield something.” – Syble Wilson Allen Williams (1921 -2013)

Now, when I think of teaching, I think about my Mama’s gardens and the first time I read the quote by author Gail Godwin who said that, “Good teaching is one-fourth preparation and three-fourths pure theatre.”

A while back, I did not exactly understand the connection between teaching and theatre or any connection to my Mama’s conceptualization of gardening. After all, was it not possible to be a gardener or agriculturalist without being an artist? Even further, when I thought of theatre or any performance art, I thought and continue to think of people trained to act, sing, dance (or all of the above), and who are on stage for the sole purpose of entertaining and enlightening a receptive audience.

The idea that a teacher and students were engaged in any kind of performance art escaped me until I stood in front of a classroom and gave a lecture without reading from any notes. My Mama, Syble Wilson Allen Williams, understood the performance element in teaching the first time she set foot in a classroom to teach.

Only after she died, however, did I begin to understand some other things about the “pure theatre” or the creativity of teaching that was not readily apparent to me when she was alive.

I remember how she would begin to count to ten in order to get her kindergarteners to take their seats. “One…Two…Three…” she would say slowly and deliberately. The objective was to have all of her students seated BEFORE she reached the number ten. They would scramble to their chairs, each one determined not to be the last child to make it to his or her seat.

Then there were Mama’s famous gold stars that she posted next to the names of those kids who ate all of their lunch—they were the fabulous members of the “Clean Plate Club.” Many children decided to sample a vegetable that they really did not want to eat in order to earn that gold star. Yet, she was at her most creative with her classroom gardens and her trips to the farm.

After Mama’s funeral service, our cousin James—who served as one of her pallbearers—told me that before her funeral began, four of her pallbearers were discussing their trips to farms and the gardens they helped to plant and tend when they were mere kindergarteners in her class.

Four of Mama’s pallbearers were her former kindergarten students. I remember when she made the switch from teaching third grade to kindergarten. I also recall her comments about children who grew up in the city. While she loved city life, she noted that children in cities rarely got much, if any, exposure to farm life.

Mama was born on a working farm in a tiny Georgia hamlet about forty minutes away by car from Atlanta. She lived there until she was about nine years old. Around her ninth birthday, her family migrated to Atlanta, as did so many Black rural families during and after the Great Depression. The beauty is that Mama’s appreciation for her agricultural roots ultimately became a wonderful lesson for her students.

Back in the 1970s when she started teaching kindergarten, she told me one day that too many of her students really did not know anything about where their food came from or the teamwork required to run a farm.

Eventually she located a nice man—whose name escapes me now—who had a small working farm in McDonough, Georgia complete with crops, chickens, pigs, and cows. I only remember him as a middle aged, brown-skinned man who seemed tickled to death that the work he did as a farmer had some intrinsic value to Mama and her young students.

Every year she taught kindergarten she included a trip to that farm in McDonough, Georgia so that “her children” could witness the interaction of farmer and crop and cows and chickens. The cows’ manure fertilized the soil that yielded the crops. It was all organic and interactive. Every year, she would have her five-year-olds plant a garden in their classroom.

She would gleefully remark how they would become mesmerized when they would see something that they had planted in the soil begin to grow. “Their eyes just light up at the first sight of the smallest bud,” she would say. For me, the strongest memory was her garden at our house and her household plants.

Each year she grew tomatoes, cabbage, collards, and squash on a strip of land in our backyard. I also recall one year she grew the hottest jalapeño peppers ever grown in the history of humankind—I remember it well; I ate one of those peppers and needed a couple of pitchers of ice water to cool the heat.

Then there was her endless sea of green plants that lined our porch and windowsills. She often noted that the tomatoes might not grow as big as you wished, but if you nurtured those seeds, you would still get tomatoes. This was her lesson to her kindergarteners and to me: you always get something back if you plant something and nurture it.

Mama’s gardens and farming adventures were lessons in sheer creativity. In these activities were a science lesson, another lesson that taught respect for animals’ contributions to our welfare and an appreciation for our natural environment, a lesson in how any one of us who had patience could nurture a plant from a seed or seedling to full bloom. Even further, when I think of how many people never want to revisit their childhoods, I am comforted.

Mama found beauty, resilience, and lifelong lessons in her own childhood, a childhood that she spent helping her parents and grandparents tend to plants and animals on the old family farm. Her students got a chance to share in a part of her upbringing.

On a nearly cloudless, sunny day in February of 2013, Mama had six pallbearers: one was a dear cousin, another was a family friend, and four were her former kindergarteners. These six dignified, hardworking, respectable, responsible, and well-educated Black men—all over the age of forty—donned white gloves, and hoisted Mama’s coffin and took her to her final place of rest in the soil—soil she respected.

Proudly, I watched them, as I am sure she did. And then I thought, “If you plant it in the earth, give it just enough sunlight, just enough water, and just enough nurturing, it will yield something.”

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!

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9+ Goals for Black Folks for the Next Four Years and Beyond

Posted on November 16, 2012 by Leslye Joy Allen (Ayọ)

by Leslye Joy Allen

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

1. Do not spend one dime at anything owned or managed by Donald Trump. Trump is within his rights to dislike President Obama; he is within his rights to criticize President Obama’s policies. He should not be allowed, however, to disrespect the office of the president simply because the person who occupies that office is a person of African descent. He can call his behavior whatever he wants to call it, but if you are Black, you know exactly what Trump’s problem is. Do not spend your money with him or with any person or organization that does business with him. Here’s an extra history lesson on Donald Trump for you: When Trump filed for bankruptcy over a decade ago because his casinos lost money, he tried to blame federal and state laws that have little control over Native American casinos. Because Native American Nations are technically sovereign nations within the United States, states and the federal government have not exercised a high degree of regulation on these casinos when they are operated on lands owned by Native American Reservations. Trump voiced opposition to some states and the federal government’s lack of interference and regulation of Native American casinos because he wanted to monopolize the casino industry. What kind of a person would deny Native Americans—arguably the most oppressed group of people in the United States—a means of self-determination?

2. Boycott Florida. Keep your Black behinds off its beaches and out of its hotels. Stay out of Disneyland. Do not even buy Florida oranges and orange juice. Here’s another history lesson: In 1990 White Cubans in Miami and other Florida cities designated South African leader Nelson Mandela persona non grata because he dared praise Fidel Castro for supporting him when Mandela was fighting against an apartheid system that demoralized and murdered hundreds of thousands of South African Blacks. Do not misunderstand—White Cubans have the right to hate Fidel Castro. He stripped many of them and their ancestors of their property in the early days of the Cuban Revolution. Other individuals were imprisoned and brutalized. To diminish or disregard Castro’s persecution of them is not fair. However, many of these same White Cubans also persecuted and routinely discriminated against Afro-Cubans. Moreover, when any group of people suffer persecution—particularly as long and as virulently as Black South Africans—you would think that Mandela, a man wrongly imprisoned for 27 years, would receive some level of understanding and empathy from other persecuted individuals. Mandela did not receive that kind of consideration in Florida.

Florida has also had a lot of trouble with voting procedures. Remember the state needed federal and Supreme Court intervention to settle the 2000 presidential election. Florida is also the same state that spent much of 2012 trying to disenfranchise voters to the point where it angered so many voters that they came out in record numbers to vote in the presidential election. That number included entire communities of Latinx, African Americans, Jews, women, and etcetera. It also took the state three days to finish counting the votes.

This is also the state where in February 2012 Trayvon Martin, a 17-year-old Black boy, was killed walking home from a store, unarmed. We can grant George Zimmerman, his killer, the right to call the police and say that Martin looked suspicious. Yet, until he actually saw Martin do something, Zimmerman should have stayed in his car as the 911 Operator told him to do. Do you need me to keep going? Do not give Florida your money; and demand this boycott of Florida from all Black organizations, performance artists, politicians, clergy, you name it. We have earned the right to protect our interests.

3. Keep your money in your pocket and in your bank account as much as possible. Many of President Obama’s enemies think that WE Black folks only take handouts from the government rather than earning a combined $836 billion dollars a year working on a variety of jobs and in a variety of professions. So many of the President’s enemies do not know or believe that WE Black folks place a minimum of over $500 billion dollars (or more) back into the United States economy every year. Since so many folks assume WE contribute nothing, let us hold on to our money and spend it wisely and only with those businesses, corporations, and individuals that put something tangible back in our communities. If you want to know where our money goes, visit: Target Market News and read the best consumer and spending reports on Black Americans on the web.

4. Face the reality that we need to cut federal spending. Some social programs need a serious overhaul or elimination. For example, the Housing Voucher Program (formerly called “Section 8 housing”) demands that the people that qualify for such housing must have an income that is at least 50% less than the average income in the neighborhood where the house of their choice is located. Rental rates are based on the average rental rates in the neighborhood where the houses are located. Typically Housing voucher renters pay 30 per cent of that average rental rate, with the Department of Housing and Urban Development (HUD) paying the remaining 70 percent to the owner of the property. Occasionally renters’ portion of rents are raised should they begin to earn higher salaries. However, there is no time limit on how long an individual can remain in this kind of housing. There is no concrete incentive in this program for participants to seek higher-paying jobs and risk disqualification from participation in the program. Even worse, if property values suddenly go up in a neighborhood where some Housing Voucher renters live, these same renters have another risk: they might be priced out of the houses they currently rent and live in. Why continue to rent to a Housing Voucher Renter if you can acquire another renter that can afford the higher rents without the assistance of HUD? It is time to set some limits.

5. For that percentage of Black Americans who have problems with Latinos and other immigrants, remember that a considerable number of Latinos and other immigrants are also people with African ancestry (whether they admit it or not). While I have certainly met many folks who would rather die than highlight or admit any African ancestry, I have also met many more who freely acknowledge and embrace their African ancestry! Many of them have lived here in this country for a long time and many others who are recent arrivals are here to stay, so you would do well to build or continue building coalitions with them and find ways to work together.

6. Do not put up with racism, but do not hyperventilate about it either. Some White folks are not going to change. Stop wasting your time, efforts and energy trying to change them. And those White folks that you know that are always so nice to you, but who always try to look the other way when you or someone else brings up a racist incident; and when they can no longer ignore what happened they try to act like that kind of incident is so unusual—Be courteous to them, but keep them at arms length. No matter how seemingly innocuous and/or well-meaning and/or kind and/or generous they may be, any person or group of people that attempts to deny the obvious are part of the problem. It is not your job to teach them or fix them. No one can fix anything if one refuses to look at it for what it is.

7. Invest in Africa! Hell, the Chinese are already heavily invested and building in several developing African countries. You might as well join the effort.

8. Global Warming is not a joke; and we as a people contribute as much or more to the problem as anyone. Read everything you can from the National Resources Defense Council (NRDC) (I have been a member for 15 years). Study the reports on the household and cosmetic products you use at Environmental Working Group (EWG) Make sure you read their report “Pollution in Minority Newborns,” if you want to know how serious this is. Check out my old blog “Mercy, Mercy Me: Black, Clean and Green!” plugging a younger and progressive Black man who runs a business that offers products that help clean up the environment and save you money in the process.

9. Talk to people and listen to people who do some kind of work or express ideas that are different from the work you do and from the ideas you express and believe in. This is how new ideas are born and it is also the best way to find out what is truly going on with people you may someday have to rely on. I recently met a group of young academics that only socialized with each other. These same academics also wrote some of the most useless scholarly work I have ever read. I also have met many younger performance artists (35 and under) who do the same thing—they only interact with one another and still cannot figure out why no one comes to see the show! If you do not communicate with folks outside your profession and inadvertently imply that those other folks’ contributions are not as important as your own contributions, then you cannot expect them to follow you or support you. The current Republican Party and Mitt Romney’s failed presidential campaign provides a good lesson—They lost the election for a variety of reasons. Yet, they truly lost the bid for the presidency because they only talked to each other and they believed that their opinions were the only ones that mattered; everybody else had to have been wrong. Do not stay in the same kind of cocoon, that is unless you want to resemble the current Republican Party.

10. This line is for you to add your own personal goal. You know what you want to do. You know what you are capable of doing. Do it!

Peace.

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!

What I Learned About Creativity from My Worst Subject

Posted on June 27, 2012 by Leslye Joy Allen (Ayọ)

By Leslye Joy Allen

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

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 12^th 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…

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!

Leslye Joy Allen

Social Commentary, History, Theatre, Jazz, and the Environment

Tag Archives: Performance Arts