Brass Spittoons

Clean the spittoons, boy.
Detroit,
Chicago,
Atlantic City,
Palm Beach.
--------------
Clean the spittoons.
The steam in hotel kitchens,
And the smoke in hotel lobbies,
And the slime in hotel spittoons:
Part of my life.
----------------
Hey, boy!
A nickel,
A dime,
A dollar,
Two dollars a day.
Hey, boy!
A nickel,
A dime,
A dollar,
Two dollars
----------------
Buy shoes for the baby.
House rent to pay.
Gin on Saturday,
Church on Sunday.
---------------
My God!
Babies and gin and church
And women and Sunday
All mixed with dimes and
Dollars and clean spittoons
And house rent to pay.

------------------
Hey, boy!
A bright bowl of brass is beautiful to the Lord.
Bright polished brass like the cymbals
Of King David’s dancers,
Like the wine cups of Solomon.
------------------
Hey, boy!
A clean spittoon on the altar of the Lord.
A clean bright spittoon all newly polished—
At least I can offer that.
Com’mere, boy!

The Negro Speaks of Rivers

This is the poem I was thinking about when watching the video that Ariel and Jen showed last class. When reading Langston's poem there is the idea of the history and pride of black culture, "I bathed in the Euphrates when dawns were young" and "My soul has grown deep like the rivers" there is a pride and a demand for acknowledgment but it is subtle.Nikki Giovanni"s poetry is not as subtle as Hughes' and in my opinion,loses impact in meaning. When watching the video I was thinking that she had read "The Negro...",obviously,"My oldest daughter is nefertiti" and that it did have an impact on her. When looking for the video on their blog, I read a post that Ariel had posted about the similarities between Hughes and Giovanni,It was great to see that someone was thinking the same thing,yet her interpretation is a bit different than mine.Ariel explains it better than I did. She does focus in on the time frame of both poets and that is something that I had not considered.If Langston was writing today would his writing be more "in your face"? Perhaps because it is not, it is more sophisticated/subtle/makes you think on your own instead of speaking it out for you?I think Nikki is trying to pick up where Langston left off. It is worthwhile to look at Ariel and Jen's blog.

My Reflection

Working with a difficult text proved to be difficult. The text was dry and at times dragged on like a rusty tire behind a '72 Pinto. I would have put down this book, Not Without Laughter, after the third chapter had it not been for the group dependency on my interaction and the Blog created for the discussion of the book. I found that the discussion between myself, Annie, and Patty was very influencial in my understanding of certain aspects of the book. We each had difficulty, however we also each had a different perspective. It was the diversity of perspective that really furthered my engagement with the book. The exposure to that perspective was made possible through the blog. In literature circles or book group circles the convene to talk about a book after reading it, on the blog we were convening with each other through our immediate responses. Sometimes the blogging would be live, in that I would notice another group member posting at the same time as me. It was quite exciting. The use of hypertext, videos, connecting literature, and photos was highly influential in bringing the text to life.
The lesson plan really took shape after a long time of not knowing what to do. We liked the NCTE ideas on teaching Langston Hughes, however, we felt that the i-quilt idea was innovative and engaging in terms of the poetry. We also felt that using poetry rather than the difficult text would allow students not only to engage in the poetry but the text that requires some sort of introduction. Overall, I feel that our idea is highly developed and will prove to engage students in their learning.

Questions to think about while reading the poem Brass Spittoons

1) What is the main theme of the poem? Who's the speaker? What is the speaker saying?

2) What does the poet suggest by "the steam," " the smoke," and "the slime." Can you explain them?

3) What does Baby, Church or Women mean? What does the poet mean by saying that they 'mixed with money'?

4) Why is a bright, polished bowl like a cups of Solomon’s? What is Solomons? What does this line mean? King Solomon's cups. King Solomon was a great Jewish king, famous for his wisdom and for his wealth. So his cups were probably polished gold or silver, and the polished brass spittoons are being compared to them.

5) What does the last-but-one line mean? "Offer that," What is the 'that'? The speaker can offer the boy a bright bowl or what? Can you explain this line? He can offer his skill to God.

The i-quilt

You will be broken up into seven groups of three. As a group you must decide how to present your stanza on the i-quilt. Keep in mind diction, tempo, rhythm, and the visual; these should all help you to tell the message of your stanza. Feel free to use props and body language, be as creative as you are inspired to be! You will have five minutes to brainstorm and then we will film in order of the poem.


Clean the spittoons, boy.
Detroit,
Chicago,
Atlantic City,
Palm Beach.
--------------
Clean the spittoons.
The steam in hotel kitchens,
And the smoke in hotel lobbies,
And the slime in hotel spittoons:
Part of my life.
----------------
Hey, boy!
A nickel,
A dime,
A dollar,
Two dollars a day.
Hey, boy!
A nickel,
A dime,
A dollar,
Two dollars
----------------
Buy shoes for the baby.
House rent to pay.
Gin on Saturday,
Church on Sunday.
---------------
My God!
Babies and gin and church
And women and Sunday
All mixed with dimes and
Dollars and clean spittoons
And house rent to pay.

------------------
Hey, boy!
A bright bowl of brass is beautiful to the Lord.
Bright polished brass like the cymbals
Of King David’s dancers,
Like the wine cups of Solomon.
------------------
Hey, boy!
A clean spittoon on the altar of the Lord.
A clean bright spittoon all newly polished—
At least I can offer that.
Com’mere, boy!

Brass Spittoons

Brass Spittoons
by Langston Hughes

Clean the spittoons, boy.
Detroit,
Chicago,
Atlantic City,
Palm Beach.
Clean the spittoons.
The steam in hotel kitchens,
And the smoke in hotel lobbies,
And the slime in hotel spittoons:
Part of my life.
Hey, boy!
A nickel,
A dime,
A dollar,
Two dollars a day.
Hey, boy!
A nickel,
A dime,
A dollar,
Two dollars
Buy shoes for the baby.
House rent to pay.
Gin on Saturday,
Church on Sunday.
My God!
Babies and gin and church
And women and Sunday
All mixed with dimes and
Dollars and clean spittoons
And house rent to pay.
Hey, boy!
A bright bowl of brass is beautiful to the Lord.
Bright polished brass like the cymbals
Of King David’s dancers,
Like the wine cups of Solomon.
Hey, boy!
A clean spittoon on the altar of the Lord.
A clean bright spittoon all newly polished—
At least I can offer that.
Com’mere, boy!


Langston Hughes, “Brass Spittoons” from Collected Poems. Copyright © 1994 by The Estate of Langston Hughes.

See chapter 20 page 208-216
"In the lobby of the Drummer's Hotel there were six large brass spittoons--one in the center of the place, one in each corner, and one near the clerk's desk. It was Sandy's duty to clean these spittoons." (p. 208)

Laughters (From NCTE Book)

Laughters
by Langston Hughes

Dream-singers,
Story-tellers,
Dancers,
Loud laughters in the hands of Fate--
My people.
Dish-washers
Elevator-boys,
Ladies' maids,
Crap-shooters,
Cooks,
Waiters,
Jazzers,
Nurses of babies,
Loaders of ships,
Rounders,
Number writers,
Comedians in vaudeville
And band-men in circuses--
Dream-singers all, --
My People.
Story-tellers all,--
My people.
Dancers--
God! What dancers!
Singers--
God! What singers!
Singers and Dancers
Dancers and laughters
Laughters?
Yes, laughters...laughters...laughters--
Loud-mouthed laughters in the hands
Of fate.

"Hughes gives Sandy that same recognition:

A band of dancers...Black dancers-captured in a white world...Dancers of the spirit, too. Each black dreamer a captured dancer of the spirit...Aunt Hagar's dreams for Sandy dancing far beyond the limitations of their poverty, of their humble station in life, of their dark skins (290).

Hughes makes it clear in his work that music and art and laughter are the salvation of souls and the foundations of cultures." (NCTE Langston Hughes in the Classroom, p. 61-62)

Rythms of the blues

"Some of my earliest attempts at verse-making were creating words in my own mind to the rhythms of the blues." Chapter 1, p. 20
Try to keep this statement by Hughes in mind, while reading his works.

Quilt Project Jump Off

Basic idea behind our lesson plan which was inspired by a class taught by Joel Malley whom I observed at McKinley and from a project done with Keith Hughes. Our lesson is an adaptation of this interview quilt designed to engage students in the wonderful world of poetry. I like the idea of using live blogs to teach during class because the students can see the work that they've done in class and they can continue to interact with the class and the lesson from home, afterschool program or library. Some students can even blog from their phones.
The Interview QuiltDirections: In order to model and use the interview mode as practice, we are going to as a class, build a digital quilt. A Quilt is basically a project in which you devise a framework for a video, perhaps by posing a question, and then the kids films pieces to be woven "into" the video. A great example of a quilt can be seen in one of Joel Malley's class projects, "In Our World Today" Today, I am posing the question, "Should the Government do more to censor music which contains violent or overtly offensive language?" We will divide ourselves into 7 groups, 3 arguing in favor and 3 arguing against . One group will be responsible for creating the opening "host" shot and the "Wrap-up" shot.Guidelines
The "look" of your interview segment, is "Person on the Street", considering these are not "real" interviews, develop your character for your response, make your video stand out.
Frame. Be sure to set up your shot before hand, it is best to try and make your camera dormant, if that is not possible be sure to hold it steady and balanced.
Rule of Thirds. Pay attention to not only setting up your speaker in the right location but what goes on in the other parts of the frame. Try to have a prop, a painting, movement, anything other than white space to fill in the other 60% of your frame.
Sound. Unless you are equipped with a microphone, be sure to have your camera no more than 6 feet away from your speaker. Do a test run and listen to the playback through headphones.
Be sure to create a name for your character and title (Ex-Member of 2 Live Crew)
After you film, you will import your film into your own IMovie. You will edit your clip as to create one ten second clip. Put a subtitle with their name and title, be sure to use the same one we agree to use.
Once your clip is done, you will be moving it to a flash drive and then onto Steve's Computer. To find your clip, you need to control click your Imovie Project File and choose "Show Package Contents". You should find your clip in the MEDIA folder

Hey Guys....

My email is Pattymongan@hotmail.com we need to discuss!

I like that Idea Ms Behr (paint)

Pacific Railroad Brass Spitton (above) and a crazy assortment of old western stuff with brass spitton (below).

It really starts out with a vague idea causing the class to prethink on a topic they may not know much about (what's a brass spitton and does it hurt?) and allows them to gain access to any prior knowlegde that may exist in the class. Some adventurous students who are on their computadoras during class may google it but either way, they will use their knowledge as a community to come up with a picture using verbage. Then we can have them fully engaged when we present the rest of our lesson giving Langston Hughes a proppa introduction if you know what I mean (not through Not Without Laughter) .

lesson plan idea?

Ok what if we do this:

We can start the class off by showing them a wierd picture of a spittoon (that doesn't really look like a spittoon) and ask them to describe it using only adjectives. From there we can tell them it's a spittoon, and see what sort of things pop into thier mind (such as ugly, dirty, discusting habbit etc) and most will be bad things, few will see where the pride can be.
Then we can read the poem:
Brass Spittoonsby Langston Hughes
Clean the spittoons, boy.
Detroit,
Chicago,
Atlantic City,
Palm Beach.
Clean the spittoons.
The steam in hotel kitchens,
And the smoke in hotel lobbies,
And the slime in hotel spittoons:Part of my life.
Hey, boy!
A nickel,
A dime,
A dollar,
Two dollars a day.
Hey, boy!
A nickel,
A dime,
A dollar,
Two dollars
Buy shoes for the baby.
House rent to pay.
Gin on Saturday,
Church on Sunday.
My God!
Babies and gin and church
And women and Sunday
All mixed with dimes and
Dollars and clean spittoons
And house rent to pay.
Hey, boy!
A bright bowl of brass is beautiful to the Lord.
Bright polished brass like the cymbals
Of King David’s dancers,
Like the wine cups of Solomon.
Hey, boy!
A clean spittoon on the altar of the Lord.
A clean bright spittoon all newly polished—
At least I can offer that.
Com’mere, boy!

And ask everyone how this picture paints the spittoon. It's very different than our usual assumptions about spittoons, becuase this is a lively hood, and the author finds the beauity in that.

Then we can read the part in the book where Sandy is polishing the spittoons and has the same feelings towards spittoons, he takes pride in his work, even if it's "just" polishing spittoons. And we can ask them then what sort of character must he be?


HOW does this sound?

I'm just getting nervous because we have a LOT to do and this should be the least of our worries :)

lets get plannin'

Aight, I think we really need to get started on this lesson plan, because I'm so busy I need to be two weeks ahead of my work, so here are my ideas:

i like the idea for sharing what "folk" means to people, because everyone loves to talk about themselves. but we need to figure out how to make it relate back to the book, so we could try and come up with two to three generic groups that all "folk" can fit in and then have each student be in that group. from there read a SHORT passage where all the different folk types meet and discuss how much their station in life affects the passage.... this might be too hard.

~ or ~

share one of Hughes other poems, such as the poem that Rob shared on the blog, and then read the corresponding part of the book from Not Without Laughter. We could talk about how Hughes struggle with the prose of this book, but his poetry is SUPER FAB!

i dunno, what do you guys think?

US

When do we teach?

NCTE book

I think this book has some great suggestions on how to teach the works of Hughes to students. The lesson where students identify "the folks" (24)in the essay The Negro Artist and the Racial Mountain and then write down how they identify "the folk" in their lives seems it would teach character development and audience really well. The writing down characteristics of someone they perceive as "the folk" in their lives on index cards,then sharing in small groups to come up with a group descriptin of the "folk" would certainly be engaging. This would make them think and discover their peers in different ways. Many of my students move around a lot.The reasons vary but lack of money have a lot to do with it. This lesson also builds community in the classroom. This would be a great lesson for our final project but it may be too long.Instead of having them write an essay they could have a discusiion?(our class)I added an excerpt from the essay that gives a vivid description of Hughes'"folk".

But then there are the low-down folks, the so-called common element, and they are the majority--may the Lord be praised! The people who have their nip of gin on Saturday nights and are not too important to themselves or the community, or too well fed, or too learned to watch the lazy world go round. They live on Seventh Street in Washington or State Street in Chicago and they do not particularly care whether they are like white folks or anybody else. Their joy runs, bang! into ecstasy. Their religion soars to a shout. Work maybe a little today, rest a little tomorrow. Play awhile. Sing awhile. O, let's dance! These common people are not afraid of spirituals, as for a long time their more intellectual brethren were, and jazz is their child. They furnish a wealth of colorful, distinctive material for any artist because they still hold their own individuality in the face of American standardization. And perhaps these common people will give to the world its truly great Negro artist, the one who is not afraid to be himself.

I finally get it...

I think I judged too quickly when reading this book. At first I was trying to see how Sandy was a part of the story.It seemed mainly a description of the people in Sandy's life than having anything to do with Sandy himself. As Sandy became more of a player in the book I realized that all of the people in his life are what made him realize what he had to do differently. Harriet hated white people and went the "wild" route,Jimboy ran from his troubles,Anjee could never get ahead because she wasted her life chasing Jimboy. It seemed everyone around him went down the wrong path. Hager's influence saves him in the end.We realize that he will continue his education not only because of Hager's (and Tempy's) influence but because he lived through watching others make mistakes and saw what happened to them. Tempy made good choicesbut decides to negate all of her culture, where Sandy will be able to accept his culture and succeed.Hughes is writing about how blacks can succeed yet not lose their families or culture.

The NCTE Jumpoff

I think I would have prefered to read the NCTE and the collected poems of Langston Hughes before Not Without Laughter, because I did not have the background to fully get into a plotless story about another time and a region of the country which I am not to steeped in academically. Mardi Gras and Katrina I get, but I just needed a plot, I needed an ending, the begining was amazing, and parts were great but as a whole I was torn. The first part of the NCTE guide which is written by a fan of Hughes, is very insightful as far as telling us how the works of Hughes can inspire our students to BE ALL THEY CAN BE. I wanted to learn about Hughes and get exposure to his work, however, Not Without Laughter was not the text I thought it would be. That's what happens when we have expectations I guess. The NCTE book is very insightful and does put the pieces together as far as how this is pertinant to teaching. Though I question the youth of today, in Buffalo, being able to grasp the time period represented, the historical references, the dialect, and lack of plot. I don't know if we are supposed to just read the section on teaching Not wihtout laughter but I started from the begining and I find I like learning about Hughes and Hughes' poetry much, much more than Not Withouth Laughter.

just made a connection

Interestingly if you read Hughes poetry after Not Without Laughter, or his poetry first, the story comes more fully to life. For example, Chapter 20 was a lackluster chapter about work and order of authority, but it is significant in that it shows the chain of command, the inability to get noticed for the work you do, and the criminal activities of the proletariat bosses. Sandy is a Brass Spitton cleaner at the hotel and I came across this poem after finishing the book and went back and read it. Do you think that this poem correlates well with the chapter, does it add anything to the chapter or take away. Am I just completely way off with my angle?
Brass Spittoons
by Langston Hughes
Clean the spittoons, boy.
Detroit,
Chicago,
Atlantic City,
Palm Beach.
Clean the spittoons.
The steam in hotel kitchens,
And the smoke in hotel lobbies,
And the slime in hotel spittoons:
Part of my life.
Hey, boy!
A nickel,
A dime,
A dollar,
Two dollars a day.
Hey, boy!
A nickel,
A dime,
A dollar,
Two dollars
Buy shoes for the baby.
House rent to pay.
Gin on Saturday,
Church on Sunday.
My God!
Babies and gin and church
And women and Sunday
All mixed with dimes and
Dollars and clean spittoons
And house rent to pay.
Hey, boy!
A bright bowl of brass is beautiful to the Lord.
Bright polished brass like the cymbals
Of King David’s dancers,
Like the wine cups of Solomon.
Hey, boy!
A clean spittoon on the altar of the Lord.
A clean bright spittoon all newly polished—
At least I can offer that.
Com’mere, boy!

Slavery talk and it's relation to the N-Bomb

Yo, this is how I see it. For reals, look at this passage and thinks to yoself bout how much sense this makes.
"'Yes'm, I'd like it, but we only had coffee at home."
"'You needn't say 'yes'm' in this house. We are not used to slavery talk here. If you like milk, I'll get it for you..."
Think about oppression and the continuation of the language of the oppressed. Granted, I codeswitch when it is necessary, after all, it is a show of respect and gains me access to other avenues of society. However, I do so knowing that I am adding to the endurance of an oppressive tool. The ability to speak street, slang, Ebonics, what ever you call it, enables me to enter communities that would otherwise be off limits. I gain an acceptance that can be compared to entering a Spanish speaking country with a good grasp of Spanish and a decent Spanish accent. Suddenly, by showing respect for the language intricacies of another I build a bridge for communication. However, that bridge is a one way bridge, it has yet to lead to someone else code-switching to meet my mark or my dominant discourse. Then again, I am not a classroom facilitator yet. Anyway, back to the quote, this was an attempt by an elder to break the youth of the oppressive language of slavery, a language that draws lines and enhances difference in society at large. I don't know if it is best to speak American English, I mean we all have different accents and variations, I think people from Texas sound like giraffes, I really like proper English or British English, but either way if we all spoke more alike we would have one less differnce. The elder telling the child to not speak slave talk, was tired of the slave days, and wanted to integrate. Slave language was forced, slaves brought from Africa did not speak English. They were forced to learn words quick without the ability to write.
My ramble is over
Thanks for reading if you did.
Rob

Hope

Chapter 21, gives us insight into the sort of bohemian idea of racial mixing. The place called "Bottoms" outside of town was a place where "people of all colors came together for the sake of joy..." (p. 217). This chapter gets at the heart of the propaganda against mixing of races and it is streamed in from the churches. I love the metaphor that Hughes uses in this chapter:
"To those who lived on the other side of the railroad and never realized the utter stupidity of the word "sin," the Bottoms was vile and wicked. But to the girls who lived there, and the boys who pimped and fought and sold licker there, "sin" was a silly word that did not enter their heads. They never looked at life through the spectacles of Sunday School. The glasses good people wore wouldn't have fitted their eyes, for they hung no curtain of words between themselves and reality. The them, things were--what they were."
This quote will stick with me and my teaching. I love getting at the truth of the vale, not just church, democracy, freedom, family, trust, teaching, good & bad, evil, etc. There is a myriad of topics which require us to inquire further into our understanding of our opinions. One person's truth is another's lie. Also, I like calling liquor, "licker" it works, really it does. I am not so sure that with as much as I have struggled with this book, that I would teach it in its entirety.

Just for ... giggles

"Almost Always she was with sporty-looking fellows who wore derbies and had gold teeth" (p. 212). Just wanted to share the image that pops into my mind when I think of the sexy factor of gold teeth. Plus, his shirts match the two posts below giving him that sporty feel. And he may even be wearing a derbie on his head.

hum... final thoughts...

Aight, I have been finished with the book and pondering over the deeper meaning (over coffee at spot of course because that is where all the intellects hang out and I obviously belong there, especially with my nose ring) and I remembered that I taught Hughes' Freedom Plow with my students, which really brings home the point that this country started off horrible. Every major figure from back in the days was a sort of hypocrite, a liar, but that it's up to us TODAY to change it. We need to "Keep your hand on the plow! Hold on" so that in the future people won't have to know hate based on race. So that the sins of the past can go away. And I feel like that's the same message at the end of the book. Sandy realizes that his way to make sense in the world, between the two extremes that he has faced living with Tempy and living with Hagar and then his mother, don't really suit him. He doesn't want to be poor but proud, but he doesn't want to be rich but ashamed, Sandy seems to want to be successful but also proud of his heritage. I think he will find it through education WHICH HE DOESN'T GIVE UP! and that makes me so happy. As an educator it's is exhilarating (i don't think i've ever used that word before!) to see a child that dedicated to his education from such an early age and in the face of such hardship. Overall I think that the final message is that you can't JUST be a Tempy, or JUST be a Hagar, there needs to be a happy medium, and the best route for that is through education. :)

TEMPY!

As the book progresses and Sandy is forced to live with Tempy after Hagar dies, the black/white dynamic changes. It is so interesting how Tempy makes sense of race compared to Harriet. There still seems to be the same dislike of whites undertone, but instead of just hating the opposite race, as Harriet does, Tempy tries to prove them wrong. She takes such an interesting stance on race, because she looks down on African American's "if Negroes wanted any, the quicker they learned to be like the whites, the better. Stop being lazy, stop singing all the time, stop attending revivals and learn to get the dollar - because money buys everything, even the respect of white people" 238-239. Tempy seems almost to be ashamed of her race, and certainly her family. She has a distinct idea on what success means and how one (specifically an African American) goes about doing this. I couldn't believe how closely she was describing her family, but saying that everything they did was wrong. Harriet seems to just hate white people, but does not let that or them affect the way she lives her life, Tempy yearns for the respect of white people but can't quite get that either.
Another quote that just shook me was what her mentor said to her "You're so smart and such a good, clean, quick little worker, Tempy, that it's too bad you aren't white" (237). What I found to be so ironic about this passage is that this is said by a woman who is fighting for equality, yet she can't see that she should be fighting for the rights of ALL women, not just white. This woman knows what it feels like to be told no about something simply because of gender, which one cannot control and doesn't affect one's mind. In my head she said this so sincerely and with great intentions, yet it's so nasty. It is something that I think really affected Tempy, which might be way she is ashamed/shuns what it means to be African American (all the way down to the stereotypes).

"He just goes on like he wsa white" (171)

OK i can't quite get off this black/white thing yet. Only because I find it so interesting how one is defined by NOT being the other. and in Chapter XV One by One, we really get to know a little boy named Buster, who looks white. Now, this isn't too much of a shock to me, I was like "ok la la la" as I read (literally!) but what really shocked me was this:
"I have the hardest time keeping that boy colored! He goes on just like he was white. Do you know what he did last week? Cut all the blossoms off my geranium plants here in the house, took them to school, and gave them to Dorothy Marlow, in his grade. And you know who Dorothy is, don't you? Senator Marlow's daughter!..." I said "Buster, if you ever cut my flowers to carry to any little girl again, I'll punish you severely, but if you cut them to carry to a little white girls, I don't know what I'll do with you....Don't you know they hang colored boys for thinks like that?" (170-171)
I was shocked at the first part, that he wasn't black enough for his mother, and that she had to show him to be black, but then that she was appalled that the flowers were for a white girl. I'm sure part of that was the urge to protect him, because a black man dating a white girl didn't work back then, but part of me is concerned that it might make him whiter. Perhaps she is worried because for the most part, if a child (like Tempy) turned white, then they were lost to their old family. Perhaps if Buster ends up with a white girl then he won't be there to help his mother... hum... just like how Tempy behaves white and doesn't help out her family.... hum ...

It boggles my mind that there are degrees of being a race too "oh he's not black miss" is something that i hear all the time from the students "he hangs out with too many white kids and he thinks he's all that but he's not! if he hung around some black people they would put him in his place" I just find it so interesting that the child this student was talking about isn't considered black enough, because of the company he keeps. Just like Buster isn't black enough, though he does hang around Sandy...

RACE IS WEIRD!

"She just put us in back because we're niggers" (Hughes, p. 132).

All this talk of "nigger" in this chapter (XII, School) is really making me thing of the poets featured on the teaching literature blog. The use of the word nigger is appauling to me, now, after really breaking down the word the way in which each poet did (poetically :)). Although I previously used the term in a careless endearing sense, under certain social cercumstances, I have halted that practice. i thought that because I grew up in an all black neighborhood that I was entitled by entitlement to use the word. Likewise, I have been told by some that I can use the word with them, from time to time the term is used towards me in an endearing sense. It is a careless symbol of acceptance, I know prefer the terms BROTHER or SISTER on any day, which Hughes uses in later chapters and is a custom in the South. Nigger, symbolizes oppression, enslavement, and marginalization. Here we have the term used to describe the grandmother's kids as "a lazy nigger." This is in a sense taking ownership of the term, but you can also see how the term is associated with negative things like being lazy or being seated in the back of the classroom. I think this chapter could be very effectively used to read on its own, the first day of class in a mixed school. I was observing a class at McKinley High School last week and I noticed that even within the classroom the students were obviously segregated by race and gender. I was not surprised but I would want to facilitate the blending of these differences, a move towards acceptance. This chapter can be a discussion starter, similiar to the ones Gaughan used in chapter 7, for his female-male syllabus. I would have my students generate dialogues with students that may be sitting on the other side of the room. Just an idea.