Elesa
Knowles
Dr.
Juniper Ellis
Travel
Literature
March
22, 2015
“On the Road to Understanding: Kerouac
and Gateway School”
Sal Paradise begins his American Road
trip as an aimless wander seeking purpose. However, Sal’s intentions get
misunderstood from the attractive Terry. She misunderstands his role as a male
hippie as that of sexually exploitative delinquent. “Don’t stand there and tell
me that six-foot redhead ain’t a madame, ‘cause I know a madame when I hear
one, and you, you’re just a pimp like all the rest I meet, everyone’s pimp”
(Kerouac 84). Sal, after recently
getting divorced, travels with his intellectual and substance-using friends
only to be debased because his status as a white, college age male with a young
Mexican woman. Sal states, “ ‘Terry, listen to me and understand, I’m not a
pimp.’ An hour ago I’d thought she was a hustler. How sad it was” (84). The
misunderstanding and prejudice is mutual. Both thought the other one was trying
to exploit the other one. Sal thinks she wanted his money; whiles, Terry thinks
he wanted her sexual, reproductive organs. Sal sees the tragic in this modern,
jazz era of free love combined with mistrust. Sal goes onto to describe the scene. He
states, “Our minds, with their store of madness had diverged. O gruesome life,
how I moaned and pleaded, then I got mad and realized I was pleading with a
dumb Mexican wrench and I told her so” (85). Sal frustrated at the situation
takes his anger out on Terry, whom he has reduced her to the otherness label of
“Mexican wrench” that mirrors his detested label of “pimp”.
As a student teacher at Gateway School
for children with communication disorders, I work in Room Z that has 6
students, who are between the ages of 10-12. The one student “Y”, who needs
one-on-one teaching, is also the student who smiles the most. He tries the
hardest to participate. He cannot connect the symbolic meaning of words to
images, but rather he simply repeats whatever the teacher and I say. When
prompted, he expresses this pattern of echolalia. For example, we were doing
the morning announcement and answering the question on the board that required
“Y” and I to write the date and month on a worksheet. He kept interchangeably
reversing “Monday” and “March”. When he insisted he could not do it, I prompted
“Y” with syllables. I asked politely, “ ‘Y’ what day start with “Mon”
[…]”. From there, he replied, “Monday!
Monday means School! I laughed and told him, “See what you can do it! Great
job!” He seemed very content and was rewarded by one of the teachers with
class, incentive gold. The main teacher later informed me that twelve-year-old
year “Y” cannot read. I immediately felt awful. I tried to force an answer out
of him and he got frustrated and even deliberately told me he could do not it.
I attribute his not answering the question as a lack of effort not an absence
of ability before the teacher informed me otherwise.
Similarly, Sal and Terry had both made
assumption without considering the other person’s purpose for journeying. They
judge each other’s intentions and assume rather than observed what truly was
there. As a result, both had a moment of discrimination and otherness. When
both recognize their mistake they come together and Sal can see Terry’s story
etched into her body structure. Sal states, “I saw her poor belly where there
was a Caesarian scar; her hips were so narrow she couldn’t bear a child without
getting gashed open. Her legs were like little sticks” (Kerouac 85). Although
it ends up as a sexual embrace, Sal see this embrace and recognition of her
vulnerability and limitation as part of Terry’s reality not his own imagination
of what he fears she is. Terry is a mother whose body bore too heavy a weight,
yet manage to give birth through her enduring stick like body. Like Sal, I came
to recognize “Y”’s potential after observing and listening to views that were
not my own projected onto him. The teacher told me, “ “Y” can recognize
letters, but cannot connect them or structure them into full words” His
handwriting is illegible and most of the worksheets on his desk had been
scribbled through. The teacher also revealed, “That if they were to formally
classify “Y” ‘s grade level it would be 1st grade”. Considering he
mainly utilizes gesturing, body language, and repetition to participate in the
classroom with an teaching aid”, I am guessing student “Y” has some
intellectual disability accompanied by a lower functioning ability on the
Autism Spectrum. Through dropping my preconception, I began to see “Y” for who
he was, not what I what I thought that his role as a student should be. Like
Sal and Terry, I, “found the closest and most delicious thing in life together”,
which is understanding one another, in a day’s journey to Gateway School.
Works Cited
Kerouac, Jack. On
the Road. London: Penguin, 1976. 84-85. Print.
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