Today was the first day of class at my alma mater Manhattan
College. Starting school in August just seems unnatural to me. Next week the
Catholic high schools in the city will open their doors and, the week after, the public schools will follow suit, which means—from where I sit nowadays—more
traffic and mayhem to contend with, and very little upside.
The days are growing shorter. The sun is casting shadows
that bespeak autumn, even when the weather is warm and humid. I
remember it all too well. Knowing that the new school year started the next morning produced the most dreadful feeling—one that mere words cannot express. I recall
sitting on my front stoop the night before school began, when there was still ample summer
warmth in the air. This recurring act of summertime, however, compounded the doom and
gloom. Summer was over and done with—once more. A loud chorus of crickets always played a funereal
dirge on those nights. While I actually prefer fall to summer now, the old school shadows have
this uncanny knack for casting a certain pall, even these many years later. Sure, the
pall is more short-lived these days, as I quickly acclimate to the more
agreeable climes, but it’s real and it's palpable.
I suspect the grammar school and high school experiences are
somewhat different than when I was a school kid more than thirty years ago.
While revisiting my old high school report cards recently, I couldn’t help but
notice the consistency of my inconsistencies. I’d go from the nineties to the
seventies at the drop of a hat, and then back to the nineties again. At the end
of the day, I was a cumulative eighties student. In my junior and senior years
in high school, the report card, which was called the “Scholarship Report,”
enabled teachers to leave automated comments. The comments I received, too,
ranged far and wide from “Is Courteous and Cooperative” to “Always Well
Prepared” to “Poor Study Habits.”
I was most struck by the dual comments I received from my
Chemistry teacher in the second quarter of my senior year: “Is Working to
Potential” and “Inconsistent Work in Science.” She must have seen right through
me, recognized that I’d never be a chemist or even a chemistry teacher, and
concluded that my potential was “inconsistency” at best. Funny, but in the first
quarter her two comments were: “Excellent Work in Science” and “Very
Conscientious Student.” My grades for the first two quarters were an identical "92," but I scored a mere "84" on the mid-term, which is what, I guess, prompted
the “inconsistent” dig. She might have at least waited until the third and
fourth quarters when I truly earned my inconsistent stripes with an "84" and
an "86," and worst than all of that, a miserable "72" on the Chemistry Regents. The fact that it was my last semester in high school, and that I was
already enrolled in college, might have had a little something to do with this swan
song. I don’t know.
Teachers didn’t keep their emotions in check like they
do today. I remember my Chemistry teacher, whom I actually liked despite her general crankiness and periodic snits and tizzies, crying out with
a combination of anger and disappointment, “Shocked!” as she handed back an exam
in which I had, evidently, underwhelmed her. This woman was a truly dedicated
teacher. Fortunately, I did reasonably well in another subject, Finite Math, in my
senior year. Because the wry nun who taught the course would return test papers to us by parading up
and down the aisles, plunking them down on our desks with these words: “You
know what you’re doing,” “You know what you’re doing,” “You DON’T know what
you’re doing.” So, I shocked a Chemistry teacher but always knew what I was
doing in Math class—inconsistent to the end.
(Photo from the personal collection of Nicholas Nigro)
(Photo from the personal collection of Nicholas Nigro)