In l935 I graduated from one of the best, if not the best, college preparatory (prep) schools in the country. It was started about 1895. A public school, grades 7 to 12, for students who were college potential.
I passed that test (somehow)in the 6th grade and was accepted, however, my mother, being a teacher in a separate public school, (not segregated) due to its locations, was strongly urged to leave me in my present school which was kindergarten through 9th grade. I would be admitted to the public preparatory school at grade 10. The reasoning was to prevent all of their “best” students from being drawn out of their school after grade 6. My parents reluctantly complied. My mother was employed and we were in the middle of the greatest depression the country had ever faced. Her job might have been in jeopardy.
Miss Curtis was a New Englander, about six feet tall, and had gray hair with a ball in the back. She was well beyond retirement age. I never saw her talking to any other teacher except Miss Carrington, who was not as tall as Miss Curtis and didn’t use a cane. They were both New Englanders.
I decided not to face Miss Curtis for the required American history class. I learned that Hughes High School had a summer school program that I could take American history in summer school. That meant no summer fun and I couldn’t play sports.
Hugh High School was near the University of Cincinnati. I lived near People’s Corner and the streetcar came up to People’s corner and from there, straight to the University, passing Hughes High. I didn’t have a job that summer and I would jog to and from school to keep in shape, saving about 20 cents a day. Then came the 1934 heat waves. The Times Star newspaper had a picture of a man frying an egg on top of the tallest building in downtown, Cincinnati.
After two or three weeks of the heat waves, I caved in. Which meant, fail my senior year or drop out, which really was not an option because Freshman college in my family was just like grade 13. Money or no money, it happened. I had to face Miss Curtis that fall. The class met at 1:05 immediately after lunch. I usually would take a brief nap, propping my head up with my hands and looking directly at the teacher. In that way I might catch maybe 20 seconds to 40 or 50 seconds snooze. I sat near the back on Miss Curtiss’ left. The desks were well-made with a place for books. My sophomore year was the first year at the New School, 1931. None of the furniture was fastened to the floor, probably one of the newly creative features of the new school, so the teacher could seat the students in a circle or at an angle, for any special reason. We sat in 4 or 5 double rows. I sat with my best friend, Paul Brown.
Mrs. Curtis gave us our instructions on what books would be necessary and how extensive our coverage of American history would be. Her approach was straight- forward. No smiles. No jokes.
That first marking period was rater interesting. She lectured much of the time. It was interesting and I was able to stay awake., even though we met immediately after lunch. I did get drowsy once or twice, but my propped up plan seemed to work. Paul and I stayed orderly most of the time that first marking period. One day I asked to borrow his pen. Mine had run dry. We didn’t dare try to whisper. We both were adept at spelling out words with our hands. As I pretended to look at Miss Curtis, as she lectured, my eyes would focus down at his hand as he spelled out the message. Paul was having difficulty getting my message. I really needed his pen. It was one of the older pens, the kind you fill yourself. Being a little impatient, without turning my head, I lowered my eyes a little to see the pen in his hand. I reached for it and a fingernail got stuck in the little gadget that sucks the ink in and all the ink spurted out.
One of the two girls sitting in front of us was wearing a blue and white sailor outfit with a large, white starched collar. The ink squirted out of the pen and landed on her starched collar. Miss Curtis’s lecture must have been very interesting that day. There were two or four students behind us. No one saw or heard anything, luck for us. That was the end of that.
Paul was the most brilliant person. The first marking period I got 86and Paul got 70. Speaking of Paul, he and I were close buddies from elementary school through high school and college and life except for some of the elementary grades. More on him later.
I don’t know why I did this. It was really out of character, but one day after class, I went up to Miss Curtis’s desk and said “Mrs. Curtis, my friend, Paul, has a very good record in his studies here at Walnut Hills, 85s and 90s in all of his studies. I just thought you might not know.” She gave me a slight smile, and said, “Thank you, Lee.” I nodded and thought, how nice. For the rest of the school year she gave me 70s all six or 8 marking periods. My friend, Paul, received marks in the 80s for the rest of the marking periods. I was feeling good about his grades, but thought that I might have done a little better, especially since I had informed her of a probable slight oversight of my friend Paul’s potential.
I began to study Miss Curtis’s overall method of teaching and realized how unique it was, compared to other teachers.
My “friend”, Miss Curtis, as I already described her, along with her friend, Miss Pennington, were typical examples of stern, New England stock. She was stern with her students in order to get the best out of them. She loved them. As mentioned before, every student had to pass an entrance exam to attend Walnut Hills. She was aware that every student had the mental capacity to get through successfully, some with high grades, some with average, and others by doing borderline, but passable work.
For example, once when we were visiting my son at Yale Medical School, I noticed when some of his fellow students would be chatting with us it was common to hear , “Hey, see ya. I’ve got to go do some reading.” I said to my son “About what percent of students flunk out before graduating?” He said, “When you are accepted at Yale, you graduate.”
I think Miss Curtis had a little of that attitude. When you pass the exam to enter Walnut Hills High School, you graduate.
In the test, each question was in three parts. Part I for the exceptionally bright student, part II for the average, serious student, part III for the smart, but happy-go-lucky student or struggling student who has to work hard to get a 70 grade.
I believe that within a few weeks, she practically knew where each student belonged, I, II, or III and I think for our first period, when my grade was 976 and Paul’s grade was 70, she got our names mixed up. And that’s how it happened.