Strange Wine Read Free Page B

it. Atrophy soon follows.
    Shelley Torgeson, who is the director of the spoken word records I’ve cut for Alternate World Recordings, is also a mass media teacher at Harrison High School in Westchester. She tells me some things that buttress my position.
    1) A fifteen-year-old student summarily rejected the reading of books because it “wasn’t real.” Because it was your imagination, and your imagination isn’t real. So Shelley asked her what was “real” and the student responded instantly, “Television.” Because you could see it. Then, by pressing the conversation, Shelley discovered that though the student was in the tenth grade, when she read she didn’t understand the words and was making up words and their meanings all through the text–far beyond the usual practice, in which we all indulge, of gleaning an approximate meaning of an unfamiliar word from its context. With television, she had no such problems. They didn’t use words. It was real. Thus–and quite logically in a kind of Alice-down-the-rabbit-hole manner–the books weren’t real, because she was making them up as she went along, not actually reading them. If you know what I mean.
    2) An important school function was woefully underattended one night, and the next day Shelley (suspecting the reason) confirmed that the absence of so many students was due to their being at home watching part two of the TV movie based on the Manson murder spree, Helter Skelter . Well, that was a bit of a special event in itself, and a terrifying program; but the interesting aspect of their watching the show emerged when a student responded to Shelley’s comparison of watching something that “wasn’t real” with a living event that “was real.” The student contended it was real, he had seen it. No, Shelley insisted, it wasn’t real, it was just a show. Hell no, the kid kept saying, it was real: he had seen it. Reasoning slowly and steadily, it took Shelley fifteen or twenty minutes to convince him (if she actually managed) that he had not seen a real thing, because he had not been in Los Angeles in August of 1969 when the murders had happened. Though he was seventeen years old, the student was incapable of perceiving, unaided , the difference between a dramatization and real life.
    3) In each classroom of another school at which Shelley taught, there was a TV set, mostly unused save for an occasional administrative announcement; the sets had been originally installed in conjunction with a Ford Foundation grant to be used for visual training. Now they’re blank and silent. When Shelley had trouble controlling the class, getting them quiet, she would turn on the set and they would settle down. The screen contained nothing, just snow; but they grew as fascinated as cobras at a mongoose rally, and fell silent, watching nothing. Shelley says she could keep them that way for extended periods.
    Interestingly, as a footnote, when Shelley mentioned this device at lunch, a chemistry professor said he used something similar. When his students were unruly he would place a beaker of water on a Bunsen burner. When the water began to boil, the students grew silent and mesmerized, watching the water bubbling.
    And as a subfootnote, I’m reminded of a news story I read. A burglar broke into a suburban home in Detroit or some similar city (it’s been a while since I read the item and unimportant details have blurred in my mind) and proceeded to terrorize and rob the housewife alone there with her seven-year-old son. As the attacker stripped the clothes off the woman at knife point, the child wandered into the room. The burglar told the child to go in the bedroom and watch television till he was told to come out. The child watched the tube for six straight hours, never once returning to the room where his mother had been raped repeatedly, tied and bound to a chair with tape over her mouth, and beaten mercilessly. The burglar had had free access to the entire home, had