Compared with my classmates on the second tier, my test scores were on the lower end. Each week, in my literature class, we were responsible for the recitation of some French poems (Baudelaire, Verlaine, Lamartine) from memory, and each day we had to recite a stanza. This sort of exercise may well be familiar to readers of The Atlantic, but the rituals required to master it were totally new to me. I had never been a high-achieving student. Indeed, during my 15 or so years in school, I was remarkably low-achieving student.
There were years when I failed the majority of my classes. This was not a matter of my being better suited for the liberal arts than sciences. I was an English minor in college. I failed American Literature, British Literature, Humanities, and (voilà) French. The record of failure did not end until I quit college to become a writer. My explanation for this record is unsatisfactory: I simply never saw the point of school. I loved the long process of understanding. In school, I often felt like I was doing something else.
Like many black children in this country, I did not have a culture of scholastic high achievement around me. There were very few adults around me who’d been great students and were subsequently rewarded for their studiousness. The phrase “Ivy League” was an empty abstraction to me. I mostly thought of school as a place one goes so as not to be eventually killed, drugged, or jailed. These observations cannot be disconnected from the country I call home, nor from the government to which I swear fealty.
— The Atlantic’s Ta-Nehisi Coates on his difficulty with learning French, and how he adapted while growing up in a mostly black and poor section of Baltimore that lacked the kind of social and academic capital that can create high achieving students.
Photo: via YouTube/The Atlantic
Get the Longreads Weekly Email