An Education
This morning I woke up with a dim recollection of a dream. I do not recall what transpired in the dream, only of whom I dreamt. Years ago I shared a supper with a man from Aubenas. He cooked me a provincial stew with rabbit and parsley, and I commented upon his beautiful wrought iron range. He thanked me and graciously said no more, but I could tell that he was proud of the apparatus, and in my gratitude for the meal I pressed on in order to provide him with a chance to brag about his stove to a stranger. I remarked upon how well the stove fit into the design of the kitchen, and he looked up from his bowl of stew, glancing not at the range, but at a small ceramic bowl on a shelf. As I followed his gaze I noticed that the shelf occupied a place of peculiar prominence given its unremarkable freight, and that the west-facing window in the kitchen gave the bowl the rich orange luster of an overripe nectarine. It was then that I calculated the sight lines from the foyer. They led not to the dining room, as was the regional tradition, but to the kitchen. In fact, the colored glass of the entryway door, I worked out, would illuminate that bowl during the morning and midday.
Suddenly I realized why the stove, a lovely bit of machinery but no exemplar of craft, had caught my eye. It was slightly curved, as if arching towards that shelf. The entire kitchen was. My host watched as my eyes darted from object to object, working out their secret purposes, and in each finding that it was to exalt that bowl. Every dictate of style, every gesture of form, each followed from the bowl’s placement as surely as the doggerel of a philosopher’s syllogism. An entire house, each contour implied by the aesthetic demands of that bowl.
The bowl was beautiful, but the cottage’s slavish devotion to it far outpaced what the bowl’s beauty alone could justify. I met my host’s eyes and understood, then, that the bowl was a crude referent for an absent other. Perhaps a father, or a lover, or even the Frenchman himself, whose name I cannot recall, in his youth. He built an entire home in accordance with the barely eluctable implications of that bowl. I thanked him again for the meal, and left.
I myself have built a life, as the Frenchman had, around a secret and well-guarded totem. A Beatrice, who youth and ill-fortune ensured remained little more than a hazy figure seen through the filters of hormones and misrememberances. Each day my Beatrice grows more beautiful and more kind, as she serves as my shibboleth,my conscience by proxy. My consultations with her have became less of a formal affair than a part of my impulsive subconscious machinery. Should, by some miracle, my Beatrice ever meet the girl I once knew in primary school they would resemble each other only vaguely, as high-German resembles the American dialect, and I should likely prefer the one that has worn smooth an apse to call home.
That the primary school I attended ostensibly prepared me to pursue a career in accountancy, or supply chain management was of little ultimate consequence. The die were cast once I met Beatrice, and my life has since been spent rearranging windmills that I may tilt at them in her honor. In the blink of a summer, before a move to Munich, my operational metaphor had formed, and from the madness of the Amazon to the still beauty of the arctic, would operate within me to create quiet unease, and a need to impress.
That the petitioner in Endrew F. v. Douglas County School District is dispositionally ill-suited for traditional academic success is besides the point entirely. Perhaps he is to be a shopkeeper, or a shopkeeper’s helper, or a vandal, or a rogue, in accordance with the dictates of his own life’s guide. It is of no consequence. He is entitled to a place to uncover that truth. We who have found our Beatrices are inviolably blessed, and in recognition of the plain fact that many are found in the productively oppressive climes of schools, Congress passed the IDEA. The value of a public education within the confines of a school is otherwise a nullity. For learning is simply the act of sorting the madness of an absent or indifferent God’s lunacy in accordance with the dictates of a chipped ceramic bowl, and thereby creating personal truth. This is so regardless of “aptitude for learning.” If the quantum of educational value ensured must be reduced to a test, let it be this: the IDEA provides that young people will have a system to spar with, to guide their whims and hours, until the sooner of they find their truth and steal a school camera to film an homage to it and are expelled and sent to art school, or they turn 19.







