There Is Blood on This Essay

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Over the weekend, while visiting a friend from high school, I learned of the horrifying revelations of grooming and abuse in my high school program in the time just after I was there. Seyward Darby spent 9 month investigating this abuse and exposed in a recent piece of journalism that rivals anything that Ida Tarbell and Lincoln Steffens achieved in their day. Though it is painful, I urge you to read her piece, “Fault Lines” on the Atavist. Indeed, if you have to choose between this piece and hers, read hers.

I spent much of last night thinking about my own experience in the humanities magnet program at Cleveland High in Reseda, California. I attended the school between 1987-1990, and I have written about the positive effects the “core” program had on me. Darby’s piece was like seeing that program through a mirror, darkly.

Before I continue, I want to make a couple of points upfront:

  1. I have no words to express the horror that the students who experienced abuse by teachers in the core program must have felt, nor can I adequately comprehend the bravery it took to come forward. I can try to comprehend what these students experienced through the distant gulf of biography, which while descriptive, certainly doesn’t come close to conveying the true horror of living it and living with it.
  2. As a straight, white male, I play the game of life at the lowest difficulty level, to borrow a phrase from John Scalzi. My experience at Cleveland (and in other areas of life) is through this privileged perspective. Being aware of that is important.

During my time at Cleveland, I had several of the teachers mentioned in the piece. I had Ray Linn as a teacher in both 11th and 12th grade, if I remember correctly. I had Michael Helwig for some math class, I can’t recall which. I honestly can’t remember if I had Chris Miller, or not, but I certainly remember him. After my friend told me about Darby’s investigation, we sat around talking, he and his wife and me and Kelly. I tried to explain the program to Kelly, though she’s heard me talk about it countless times. My friend mentioned the way Ray Linn frequently denigrated students, and my response was almost exactly that which appears in Darby’s piece, “He taught through the Socratic method.” Ray Linn was something of a character in the school, and I always took his jaded view of the world to be a persona that couldn’t possibly represent who he was when he was at home.

My friends and I all knew about Miller letting kids out of school through his window. That was about the worst-kept secret in the program. There was a familiarity among students and faculty that I hadn’t experienced before that. I can’t remember if students referred to teachers by their first name, or not. I know that I never did. Back then, all adults were “Mr.” or “Mrs.” or “Miss”; it was unthinkable for me to refer to any adult, let alone a teacher, otherwise. But I don’t doubt that it happened.

I frequently speak fondly of my time at Cleveland, and I’ve often attributed my ability to write essays to that core program. I must have had some natural talent as a writer before entering the program, but it was that program, and the essays tests we took that shaped that raw talent into something more. Would I have been able to write and sell stories and articles without the program? Would I have maintained a blog for 17 years and more than 7,100 posts if not for that program? It’s hard to say, but my gut says no. The thing I’ve often thought is that the core program made us feel special. Perhaps I should just speak for myself and say, it made me feel special. That is the closest I can come to understanding how teachers went about grooming students for abuse. It was a window of access, that feeling of being special.

Even within the school, the “core” program was, as Darby states in her piece, “a school within a school” and I recall times when Neal Anstead would bring guest into our classes to see us in action, something that I imagine did not occur in the standard English and History classes outside the humanities program. Many of our classes were discussions, in particular our philosophy classes, and once, I remember Ray Linn going off on something (I can’t remember what) when Neal Anstead and a guest crept silently into the back of the classroom. “Their just a bunch of fucking idiots,” Linn said to finish his tirade. Then he paused, glanced toward the back of the classroom, and with a mild look on his face, said, “Oh look, it’s the boss.”

In 12th grade we were studying Renè Descartes. We had intense discussions in Linn’s class about existence, whether or not you can trust your senses, and perhaps this is all a dream: Descartes, cogito ergo sum. Darby writes about Miller lining up girls in order of attractiveness. I have no doubt that happened. There were other ways we were competitive. Writing essays was one. All of our core tests were essay tests and we were expected to write essays that made use of all of the disciplines we were learning: philosophy, literature, social institutions and art history. Linn’s essay question for the essay on existentialism was put to us as follows: “Prove you don’t exist. If there isn’t blood on the paper when you turn it in, you can’t get an A.” There wasn’t blood on my essay back then, but it feels like there is blood on this essay now.

After our essays were done, we commiserated on how long they were. It wasn’t uncommon for us to write 8-10 handwritten pages in the 2 hours we were given, but there some students who could write much more.

Though I went through the program feeling that “core” made us special somehow, I never felt particularly noticed by teachers. There are only two teachers I can think of who probably knew my name, otherwise, I felt I was just an anonymous face among many students who shined more brilliantly than I ever did.

There was one teacher my friends and I liked particularly in our senior year. After our graduation ceremony, we went to a friend’s house to celebrate. It was an evening pool party, and this teacher was invited, and much to my surprise, showed up at the party. I always felt there was a social gulf between teachers and students (I do so even today when I find myself talking to my own kids’ teachers) and so it was a little odd to see this teacher there. But he was invited and as I recall, he didn’t stay very long.

I mention this for the same reason I mention Linn’s essays question and that “special” feeling we had being “corebabies”: all of it was cast in a new light after reading Seyward Darby’s piece. It is why I wholeheartedly believe the women who have come forward. Even though I didn’t experience the grooming and abuse they did, the environment that made it possible was there in the years that I attended. Three decades later, as a middle-aged parent with a teenager and two younger daughters, it seems to me I should have recognized it for what it was, but I didn’t. I was a teenager myself with no worldly experience to speak of.

It is a shame. I believe the interdisciplinary program we had is what we need more of in education. In grade school I learned to read. In high school, in Cleveland’s humanities program, I learned to think critically about what I read. It seems to me that this critical thinking is more important than ever. Lack of critical thinking leads to what Michael Rich, president emeritus of the RAND Corporation, and his colleague Jennifer Kavanagh refer to as “truth decay.”

I am grateful for my experience in Cleveland’s humanities program. To this day all of my best friends were the friends I had during my years at Cleveland. Yet I am horrified by what students who came to the program shortly after I graduated had to endure and live with for decades thereafter. I hope that somehow they can find peace in all of this, but I also know that isn’t always possible. All night I have wondered if there was anything we did to foster the environment that made core students feel special. After all, we participated in that familiarity and camaraderie with the teachers in our classroom experience. Did that help make it seem okay to cross a line? I like to tell myself that it takes a certain kind of person to cross that line, and that it would have happened with or without us, but it is impossible to say.

If you have read this far, please, please, please take the time to read Seyward Darby’s “Fault Lines” as it is the only way to truly see what the environment was like, and what these women had to endure.

Written on September 6, 2022.

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  1. A compelling read. The allegations are fully believable, and fit the common patterns of reporting of these events.

    As someone who attended a “normal” LAUSD high school, a decade earlier and 25 miles away, I was fascinated by the descriptions of the environment at Cleveland. My experience was certainly different, both inside and outside of the classroom.

    I can understand the value in a Core program, although I wonder how much is due to the curriculum and how much to the pedagogy. Was it the study of Descartes that turned you on, or was it the teachers’ treatment of you as intellectual equals? How difficult must it be for teachers to treat students as intellectual equals without falling into the trap of misjudging their emotional maturity?

    And I was shocked by this statement, as I was surely meant to be: “But we haven’t had substantive conversations about what all of this means for us as a program in terms of relationships with students, because I don’t see it as a problem.”

    1. Kevin, I think for me, it was the multiple dimensions from which we learned about ideas that I liked most. I personally never thought of myself as an equal to the teachers. The teachers were the “bosses.” I think of editors today in the same way. At first, some of the classes seemed boring, as any high school class might. But soon, it became clear how the things we learned in art history related to what we were learning in philosophy, or what we were reading in literature, etc. It’s one thing to explore the nature of reality through Descartes vis-a-vis some Socratic classroom discussion; it was something else to see that bending of reality expressed visually in, say, the drawings of M. C. Escher in art history to go along with that. One big takeaway for me ever since is that I am always trying to related things I read to other things I’ve read, though they may be in completely different disciplines.

      I’m not sure we were treated as intellectual equals, but there was an underlying message that we were special, set apart from the other students in the school. We were the “smart” kids, although I always felt that everyone around me was much smarter than I was. Looking back, I have memories of non-core teachers who resented this, in part perhaps because the core teachers were equally “special.”

      I was also surprised by the administration’s blind eye as well. But I also remember that this was Neal Anstead’s jewel and I imagine he didn’t want any hint of it being tainted in any way, so maybe I shouldn’t be surprised.

  2. I was in the first graduating class (1984), and reading about the subsequent grooming and abuse of students has been heartbreaking. The program was competitive. We did feel that we were part of something special. The curriculum content and classroom discussions were exciting, unlike anything we had experienced in the LAUSD system up to that time. Neil Anstead demonstrated a passion for teaching every time he stepped in front of the class. Ray Linn was provocative, and at times, unkind. Richard Accardi was a class act, a wonderful English and art teacher. Chris Miller seemed muted compared to the other three, rather reserved. The Cleveland Humanities Magnet program shaped me to be the person I am today – a critical thinker who challenges the dominant paradigm and is willing to stand up for what is right, who also believes in treating others with dignity and empathy. Unfortunately, as history teaches us, even the most well-intentioned, idealistic endeavors/systems can be corrupted by hubris. I hope the current magnet administration is able to maintain the unique qualities of the program while at the same time actively guarding against the behaviors which led to the abuse.


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