Exploring Disliked Subjects: My Eighth Grade Experience
Growing up, there were certain subjects that seemed to take on a life of their own, becoming increasingly challenging or undesirable. In eighth grade, one such subject took on a significant challenge in my experience. Let's delve into the specific circumstances and the lasting impressions left by these experiences.
Phys Ed in Eight Grade Linden, New Jersey, 1958
Back in 1958 in Linden, New Jersey, we attended eighth grade, where we wore bright red cotton romper gym suits, a wardrobe choice that was both functional and quite unusual by today's standards. Our Physical Education (PE) teacher, Miss Bishop, introduced strict rules for maintaining these outfits. One of the most cumbersome was the requirement to bring them home every two weeks to wash and iron, without fail, whether we needed to or not.
On certain Mondays, we lined up for Miss Bishop's meticulous inspection. She was thorough in her process, even having us raise our arms above our heads to detect if any unwashed suits carried an odor. It was a task that we inevitably dubbed upon her the nickname of "the drill sergeant," despite her lack of checks on our socks.
Thankfully, we received a break during the spring for social dancing lessons with the boys. These six weeks allowed us to dodge the washing and ironing process. The girls, particularly those with a crush in mind, reveled in the opportunity. Personally, I was also looking out for potential dance partners like Jeffrey, Seth, or Michael. However, the boys, facing the choice between gym or basketball, firmly chose the latter.
While I wasn't a jock, I had a decent fondness for gym. Volleyball and gymnastics, particularly using the pommel horse and parallel bars, were among my favorite activities. I even represented my school in the interscholastic standing broad jump competition. But as much as I appreciated the gym itself, the persistent stench from the locker room was hard to overlook. The ruthless humidity from those damp, unwashed gym suits lingered and permeated the air.
The Love-Hate Relationship with Math
> Dissecting my academic journey, one subject stood out as particularly challenging: math. Despite feeling behind, I consistently found ways to come up with the right answers without showing my working. This approach, while successful, left a lasting disdain for the subject. My struggle with math was not just temporary—it created a life-long aversion that has stayed with me to this day.
Struggles with Language Learning
Another subject that left a significant impact on me was Spanish class in the seventh grade. Growing up, my parents spoke Russian and Ukrainian at home, which left me at a disadvantage when it came to learning a new language. Despite making multiple attempts to learn Spanish, I continually faced difficulties. The most significant challenge was my inherent lack of linguistic talent, combined with the fact that I had four different attempts to learn it, and I even lived with a Spanish-speaking spouse for 20 years.
Language learning is as much about exposure as it is about innate ability. In my case, the extensive time spent with Spanish speakers did not translate into fluency. The constant effort but limited success led to a deep-seated aversion to the language, never quite conquering it despite numerous opportunities to improve.
Final Thoughts
Reflecting on my eighth grade experiences, it's clear that while some memories are positive, others left lasting imprints. The combination of the PE requirements, the social dancing lessons, and the math phobia contributed to shaping my academic preferences and even created some personal barriers. Understanding these experiences helps to explain some of the unique challenges and preferences that I have carried into adulthood. Each lesson, whether fraught with difficulties or memorable for different reasons, provides invaluable insights into my journey as a learner.