Tag Archives: lord nelson school

Stories of a Life | Redux | Curiosity About Life | Joy

Stories of a Life Redux, , , ,

Lord Nelson Elementary School in Vancouver
Lord Nelson Elementary School, on Vancouver’s eastside, where I attended Grades 1 thru 3.

The summer of 1959, after I’d completed Grade 3 at Lord Nelson School in Vancouver, in August of ’59, my parents moved from Vancouver to Edmonton to be closer to family — on both my mother’s and father’s sides of the family.

In Alberta at the time, the provincial government had adopted what they called an “Enterprise Programme,” a focused academic programme meant to engage students intellectually while providing them with the tools they would require to compete successfully at post-secondary university.

While all other Canadian provinces had adopted a two stream programme, one academic (university bound), the other vocational (meant to prepare students to work in the trades), Alberta was having none of that — educational achievement at the highest possible level was Alberta’s goal, the curriculum requirements rigorous, demanding and challenging, and consistently above grade level.

The Enterprise Programme was defined by competition and the striving to become the best possible student — failure was never an option, doing your best was expected and required, academically and socially.

Future leaders were being trained in Alberta.

“The provincial government meant to produce the best and the brightest, informed by a progressive educational ideology that Alberta was the first Canadian province to adopt in the 1950s, an educational philosophy that was child-centred, subject-integrated, with an activity-based approach, known in Alberta as the Enterprise Programme, focused on content centered courses in History, Geography, and Civics integrated into a new course: Social Studies, which was taught across all grade levels, this new subject emphasizing the development of democratic, co-operative behaviour, and inquisitiveness through experiential learning.”
Lynn Speer Lemisko & Kurt W. Clausen, Connections, Contrarities and Convolutions: Curriculum & Pedagogic Reform in Alberta; Faculty of Education, SFU, March, 2017

In the summer of 1962, my parents made the decision to return to Vancouver — the reasons unclear to me, but whatever the case, in the summer of ’62, living at 2136 Venables Street, I was enrolled at Templeton Secondary School, then the toughest school in Vancouver (that mantle would soon be claimed by VanTech — but in 1962, Templeton was the school where all the toughest “juvenile delinquents” were enrolled, although truth to tell, many of those students found themselves behind lock and key at the Brannen Lake Juvenile Correctional Facility).

Templeton Secondary School in Vancouver circa 1963

From Grades 7 through Grade 12, I attended Templeton Secondary School.

Based on my experience in Alberta, I was enrolled in the academic programme at Templeton, whereas every person I’d attended Grades 1 thru 3 with at Lord Nelson found themselves enrolled in the vocational stream.

Odd, I thought to myself at the time.

Another odd thing I found: from the spring of 1963 on, my grades never soared about a C-average — whereas in Alberta, I’d been a straight A student.

Unlike most other students enrolled in the academic programme, I was required to take vocational classes — and from Grade 8, I was enrolled in typing and secretarial classes, unlike any other student in the academic stream.

Although a typing speed of 160wpm would serve me well later in life, I still found it odd, and just a bit concerning, that I was required to take three clerical classes each year through to graduation.

From Grade 8 on, I was also concerned that when I submitted an essay in Social Studies or one of my English classes, it either came back to me with a C, a D or a fail — with a comment from my teacher that someone other than me had written the essay, or I had either plagiarized or copied directly the work of someone else.

By the time I reached Grade 12, where I had achieved an A- average in French, was taking the lead in the school plays, and editing the student newspaper, I was disappointed to receive a D in English, and a fail in History and Geography.

I recall one spring afternoon in 1968, the teacher having turned down the lights, with soft music playing in the background, the teacher asking the students in my Grade 12 English class to write a stream of consciousness essay, which I was only too happy to do.

When I submitted the essay to the teacher, she took a glance at the essay and tore it up, saying to me, “You didn’t write this. You either copied it from someone else or had the essay prepared in advance (note. there had been no notice of a stream of consciousness essay taking place in class that day). You receive a fail for the essay. I’m disgusted with you.”

Simon Fraser University, Burnaby Mountain campus

A dozen years later, I was the Assistant Director of Teacher Training, PDP 401-402 at Simon Fraser University (a position I held while working on my Master’s degree).

The English teacher referred to above had taken a seconded position as a PDP Faculty Associate — in essence I was her boss.

When we first connected, in September, at the outset of the 1980 academic school year, almost the first words out of her mouth were, “I had a student with your name at Templeton Secondary. How odd that you should both have the same name,” at which point I informed her that the Raymond Tomlin she had taught, and the person standing in front of her was one and the same person. She looked aghast, stammering, “But how?”

I told her I had a 3.8 grade point average and two undergraduate degrees, and was currently enrolled in a Master’s programme at the university, letting her in on what I am about to write and record for posterity now …

In June of 1968, when I was about to graduate, as was the case with all of the other graduating students, I met with Ken Waites, the patrician, white-haired Principal at Templeton Secondary School, in his office with the door closed, and this is what he said to me …

“Well, Raymond, even though you’re a couple of courses short of graduation, given your failing grades in History and Geography, I am nonetheless going to graduate you anyway — because any kind of academic future is clearly not in the cards for you. I want to tell you something that we’ve kept from you for the past five years: for each of those years, you were recorded as having the lowest IQ of any student enrolled in the Vancouver school district, not just at Templeton, but city wide. Your teachers and I had often wondered, given your low IQ, how it is that you locomoted yourself from point A to point B. Someone with as low an IQ as you shouldn’t even be able to speak — but here you are.

You’ve probably wondered to yourself, why you were required to take three clerical courses each of the past five years. The answer is easy: you spell well, and it was clear early on that you had an aptitude for secretarial work, your typing speed and accuracy superior. Your guidance counsellor and I determined a long time ago that the best course in life for you would be to enter the clerical field, to be a secretary — because, clearly, you are possessed of no academic skill whatsoever, although you seem to have done well in French.

I have had these meetings with all graduating students, providing what I believe to be sound advice on how each student should proceed with his life following graduation. In your case, your best — and I would say, your only — hope is as a secretary. Thank you for meeting with me this afternoon, Raymond. All the best in your future.”

In 1970, my new wife insisted I enroll at Simon Fraser University, where students with an inferior academic record were being accepted, in order to build the student body.

In my first semester at SFU, I achieved 3 C’s and two B’s. In my second semester, 3 B’s and 2 A’s — and every semester after that, straight A’s (not that I ever cared about grades, as did many of my fellow students — I was just hungry for knowledge, and curious about the world, eager to learn as much as I could, at one point early on not leaving SFU’s Burnaby campus over an 18-month period).

I loved to read, I loved to write, I loved to learn, I was curious about everything — being at Simon Fraser University and hanging out with and being challenged by the best and the brightest was like a dream come true for me.

My curiosity about life, about all aspects of our existence on Earth remains to this day — I want to read all of the papers of record every day (and I do!), to engage with nation builders and city builders, to work with persons of conscience, to work towards better, fairer, more just.

And I am afforded that opportunity each and every day, surrounded (outside of my plangent housing co-op life) by strong-willed persons of conscience who mean to build a better and more just world. As such, my life is near filled with joy!

Stories of a Life | Redux | Failing Grade One as a Pivotal Moment in My Life

Stories of a Life Redux,

Lord Nelson Elementary School, on Vancouver's east side, circa 1957

For the first five years of my life, I didn’t speak. I sang, but I didn’t speak.

Early childhood trauma, I expect — neglect, a lack of love, and darker goings on I won’t write about today — but there was nonetheless joy in my young life, the Sunshine Bread truck that would situate itself in the park at the end of Alice Street, over by Victoria and 24th, providing the young children who lived in the neighbourhood an opportunity to ride on the tiny merry-go-round on the back of the truck, the children running home to their mothers saying, “Mom, oh mom, you’ve got to buy some Sunshine Bread.”

At age five, I began to speak, first haltingly and then in full sentences. For anyone who knows me, they’d probably say that for many years now, I have been making up for the lost words of the first five years of my life.

Mother reading her son a bedtime story

In my home, there were no bedtime stories.

Not that either of my parents were inclined to read to my sister and I.

My father had a Grade One education, and couldn’t read. My mother had a Grade Three education, and she could read — but not to either me or my sister. Not that she was ever around the house long enough to read stories to us, even if she was so inclined — which she wasn’t.

My mother was the breadwinner in my family, working three jobs simultaneously, always, 16 hour days six days a week, with one 24-hour day. Those were in the days of the 1950s and 1960s when women were paid 35¢ an hour, hardly enough to live on.

Class picture, Grade One class, Lord Nelson Elementary School, Vancouver's east side, circa 1957

In September 1956, I entered Grade One. My mother was actually present to enroll me my first day of school at Lord Nelson Elementary, at Templeton Drive and Charles.

Grade One was, for me, a blur.

I was, I suppose, unmanageable, full of life, although I don’t have any strong memories of my attendance at Lord Nelson Elementary school, from September 1956 through June of 1957 — I had never been socialized, no one had ever made demands of me in regards of my conduct, although I would receive hard spankings at home if I got out of line.

My most cogent memories of September 1956 to June 1957 are this …

    • Walking to school alone through billowy white fog, so thick you couldn’t see your hand in front of you, arriving at school on time, and settling into a day where I would learn nothing;
    • Spending occasional afternoons at my best friend John Pavich’s home, his mother with fresh-baked, warm cookies at the ready, a glass of milk on the table. I would often stay for only a half hour, after which I would walk down Charles Street in the rain, towards Nanaimo, rumbling thunder and lightning in the steel blue skies a wondrous delight for me.

Raymond Tomlin on his bike, spring 1957, at 2165 East 2nd Avenue, in VancouverSix-year-old me, Raymond Tomlin, on my bike, outside my home, in the spring of 1957

As the school year was ending, the sports day complete, the warm summer days having now just begun, on the last day of school in June 1957, I received my report card, taking it directly to my home as instructed by my Principal and my teacher.

There was no one home.

I played make believe all on my own. I left my report card on the kitchen table. Alone, I felt fatigued, and went to bed early on that June 30th afternoon, unsure of what the summer would bring, and what life held in store for me.

Early the next morning, following 12 hours of fitful sleep, upon opening my eyes, I was surprised to see my mother standing over my bed. She looked at me, seething, her lips pursed and tight, her face purple with rage — next thing I knew, she hit me across the face, hard. “You failed Grade One. No son of mine is going to fail Grade One. You are in for a summer of hell!”

And so it proved to be.

For the only time in all the years I lived at home, my mother left her employment, staying home with me through July and August, the renters in the downstairs suite evicted that summer, my days of hell beginning at 8am, tied to a chair in the kitchen of the downstairs suite, from 8am til 8pm Monday through Friday of each week of summer 1957, for near on 60 days — save my birthday, on August 11th, when I was given a day off.

Hour upon hour upon hour.

Over the course of the thirty-one days of July 1957, something of a miracle occurred amidst the tears, and the now lessening screams of the day: I learned to read. I learned arithmetic. I learned to print. I learned everything I had not learned in ten months of enrollment in Grade One.

By summer’s end — as would soon be discovered — I knew how to print and to write in cursive longhand, my arithmetic skills progressing far beyond basic addition and subtraction into fractions, and elementary algebra and geometry. I learned to read, I read for hours every day.

That summer I learned to love learning.

Children lined up, ready to go into the school to begin their day, circa 1957

On the first day of school in September 1957, my mother — as you may have gathered, a force of nature — marched me into the school office, confronting the Principal, an anger in her that had transmogrified into rage, my mother fierce and unrelenting in a barrage of hate-filled words that filled the room, fear and dread also filling the room, the Principal clearly unsettled, teachers running towards the office to see what this mad woman who had taken control of the office wanted, was demanding.

“My son is ready for Grade 2,” my mother bellowed at my Principal, whose complexion now was ruddy, his face shuddering, his eyes wary, wide, concern — perhaps for his safety, perhaps for me – spilling out of his eyes.

“But Mrs. Tomlin, your son can’t read, he doesn’t even know the letters of the alphabet, and he doesn’t know how to do even the most basic addition and subtraction, not even one plus one equals two. I cannot place your son in Grade Two, just because you wish it to be so.”

My mother looked around the office. There was a large plaque on one of the walls, with 20 or so lines of print on the plaque.

Turning to me, pointing to the plaque, she roared, “Read it.” And I did. While I was reading the dozens of words on the plaque, my mother looked around the office, spotting a Grade 5 Math book.

Handing the Math book to the Principal, her eyes now in a squint, she demanded of the Principal, “turn to any page, ask him to solve any problem on that page.

Now!”

The principal did as he was instructed to by my mother, asking me one question after another, as he flipped through page after page of the Math book. I answered every question correctly — and quickly, as I had been instructed in my basement dungeon at home.

The Principal turned to me and said, “Wait here son, take a seat over there. Mrs. Tomlin, please come with me to my office.”

Twenty minutes later I entered Mrs. Goloff’s Grade Two class, in a portable outside along Charles Street, beginning what would be one of the best years of my life. The school had spelling bees. I won every time, not just for Grade 2, but for the whole school.

I breezed through Grade 2. Somehow, over the summer, I had gained a love of learning that resides in me still, and informs my life each and every day. I loved to read, spending hours in the school library reading whatever I could get my hands on.

The summer of 1957.

A pivotal summer in my life, not just my young life, but the whole of my life, the most impactful summer of my near 68 years on this planet since 1957. In retrospect, looking back on that summer of what began as misery and pain, and what it has meant to me over the course of the next 68 years of my life — I love my mother for what she did for me.

As I have written previously, and as I will write again, I am who I am because of the tough, caring women who have come into my life, who have been demanding of me to be my best, to give all that I can give.

As is the case with most of the women with whom I have shared my life, my mother was a tough, bright, brooked no nonsense and driven woman, someone you did not want to cross, ever, who was also — not to put too fine a point on the matter — crazy (a consequence of childhood trauma), but a survivor nonetheless, and was in her own way, loving, but in terms of the woman who was supposed to raise me, in large measure and for the most part, absent — save one particular summer, the summer of 1957.