The Best That I Can Do.
I don’t know if you watch The Simpsons, but there’s an episode from either the first or second season where Bart is in danger of failing the 4th grade. He has to pass a history test, or he won’t go on to 5th grade (irony being, of course, that Bart has continued on in the 4th grade for the past 25 years). And for once, he studies as hard as he can–actually falls asleep over his books–but only gets a 59/100. Mrs. Krabappel drops the graded test on his desk, and what is one of the sadder moments in all of Simpsons history, his face crumples, and he puts his head down on his desk and starts to sob.
“But Bart,” says Mrs. Krabappel, “I’d think you would be used to failing by now.”
“You don’t understand,” cries Bart, banging his head on his desk, “I tried this time. I mean, I really tried. This is the best that I can do!” And in that moment, the audience understands. Of course Bart is a troublemaker. Of course he doesn’t try. It’s so much easier to not try–it’s so much easier to handle that kind of failure–than it is to try and not be able to do it. In the first, you may have suspicions, but you can tell yourself that of course you failed, because you didn’t try. In the second, there’s no way to protect yourself. There’s nothing to say besides this is the best that I can do. And it’s not good enough. And you have to look at your real self, not your potential self, not the self you want to be. You have to look at the self that couldn’t get it done.
I know how Bart feels, though I come at it from the other direction. I don’t remember my parents ever telling me to do well in school. I never got rewards for good grades, or even very effusive praise. It was accepted that I would do well. My parents knew I was smart enough. I knew I was smart enough. So we never discussed whether I would do well. And I never really learned how to handle it when things were academically hard, because it never was (and when it was, even when I was a little kid, I knew the difference between trying and failing and not applying myself).
One of the worst things about failing at Columbia was that my ability to fulfill that expectation completely disintegrated in spite of my intelligence, not my lack of it. I was, and am, smart enough to do the academic work at Columbia. I can do the work. But it all fell to pieces anyway. My ability to think critically collapsed. My ability to read something and then recall what I’d read crumbled. My ability to assimilate information from multiple sources floundered. My ability to remember things–even completely simple things like buying food–deflated.
I choked. That’s all there is to it.
The first and most obvious sign was probably the lens essay assignment. I knew the assignment. I know what my teacher wanted. I knew I had a decent idea, the topics I wanted to address, and where I wanted the essay to get up.
And I could.
It wasn’t writer’s block. Writer’s block is when you don’t know what to do, don’t know what to write. Writer’s block is when you’re out of ideas.
What do you call it when you’re full of ideas, but all that comes out on the page is a muddle?
Usually I can at least write something, and if it’s crap, I can clean it up later. This time, I could not.
Writing is the one thing I can do. The one thing I can do, the one thing I’ve always been able to do, and do well, and now I couldn’t. I stared at my computer screen. Spread my rough draft out over a table in the library and just stared at it. I muddled with it all night. I couldn’t get it clear in my head and because of that, I could never get it clear on the page. Never before had I really understood what David McCullough had said: “Writing is thinking. To write well is to think clearly. That’s why it’s so hard.” When your thinking processes break down entirely, of course you can’t write a paper on historical revisionism and photographs of lynchings.
The paper was due in twelve hours. I couldn’t start over. I couldn’t hand in this thing that wasn’t even a rough draft. And so I stared. And I fumbled. And I cried.
I cried more later, talking to my teacher, trying to explain why my essay sucked so much, and tell him that I knew it sucked, and that I was really sorry, that I wasn’t just turning in something sucky just to finish an assignment and get a grade, but that I really, truly did not know what had happened.
It was the best that I could do. And it was nowhere near good enough.
My teacher did an extraordinary and compassionate thing. He gave me an extension–all the way to the end of the semester. He worked with me on that essay. And I finished it, and even I knew it was good. (You can read the whole thing here–trigger warning for graphic images and disturbing content.) Not the best ever, maybe, but I said what I’d set out to say, and figured out some stuff about myself in the process. And by contrast, the second essay I did for that class, in spite of being longer and more complex, came stupidly easy (and it looks like I never posted that here. I should fix that).
That wasn’t the end of me falling to pieces. And while I had this one teacher who was willing to work with me, nobody else was. To be fair, I wasn’t willing to ask. I mean, what do you say? What previous experience could I draw upon that could have taught me what to do? And what professor at an Ivy League university is prepared to hold hands with an undergrad who’s old enough to handle her shit because she has a sad?
I don’t know what I could have done different. I did my best, and it wasn’t enough. And it wasn’t something I could just push through. I know my dad just wanted me to ride it out and survive it and get it done so it wouldn’t feel like I’d wasted two years, without truly understanding just how bad it had gotten, inside my head.
I don’t really have a conclusion or universal truth to acknowledge. Sometimes you fail, that’s all. Sometimes you fail.
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