“It Couldn’t Be Done”

BLOG #16, SERIES 6
WEDNESDAYS WITH DR. JOE
“IT COULDN’T BE DONE”
April 22, 2015

I’ve long been fascinated by stories having to do with this abstraction we call “success.” Just what is it that separates the successes from the failures in life? Thousands of books promising success to those who will buy and read them vie for our attention on bookstore shelves. And success remains one of the most turned-to categories in quotation books.

Each issue of Success magazine is redolent with articles, interviews, and bios geared to readers who are searching for success in their lives.

But is it possible that readers can get so inundated by torrents of success-related hype that they miss the great simple truths that, if internalized, could make all the difference in the world? The sober reality is that all the advice in the world won’t work if the advisee doesn’t.

I’ve long been intrigued by studies that confirm one reality in America today: four-point straight A students usually end up working for B-/C+ students. The former all-too-often being all theory and the latter being persistent pluggers who doggedly slog through obstruction after obstruction en route to eventual success. In reality, grade-point average is a lousy indicator of life-success.

Edward A. Guest (1881 – 1959), though born in England, achieved his fame in America. In 1899, Guest, exchange editor of the Detroit Free Press, began writing daily columns, the chief feature being homespun family-friendly poetry. By 1916, these poems were being syndicated in hundreds of newspapers across the nation. Thanks to daily and weekly syndication, weekly radio programs, royalties on books and greeting cards, movie rights, Guest became the highest paid poet in America. His work dominated the first half of the twentieth century.

Elocutionists such as my beloved mother memorized and performed Guest’s most popular poems before audiences large and small across the nation.

One of his most popular, and most widely anthologized poems, was this one – still alive a hundred years later (my mother performed it often):

IT COULDN’T BE DONE

Somebody said that it couldn’t be done,
But he with a chuckle replied
That “maybe it couldn’t,” but he would be one
Who wouldn’t say so till he’d tried.
So he buckled right in with the trace of a grin
On his face. If he worried he hid it.
He started to sing as he tackled the thing
That couldn’t be done, and he did it.

Somebody scoffed: “Oh, you’ll never do that;
At least no one ever has done it”;
But he took off his coat and he took off his hat,
And the first thing we knew he’d begun it.
With a lift of his chin and a bit of a grin,
Without any doubting or quiddit,
He started to sing as he tackled the thing
That couldn’t be done, and he did it.

There are thousands to tell you it cannot be done,
There are thousands to prophesy failure;
There are thousands to point out to you one by one,
The dangers that wait to assail you.
But just buckle in with a bit of a grin,
Just take off your coat and go to it;
Just start in to sing as you tackle the thing
That “cannot be done,” and you’ll do it.

Included in Guest’s book, The Path to Home (Chicago: Reilly & Lee Company, 1919). Original text owned by Joe Wheeler.

Remaking Our Brains

BLOG #15, SERIES 6
WEDNESDAYS WITH DR. JOE
REMAKING OUR BRAINS
April 15, 2015

This was the weekend of our annual Conifer Kiwanis Reading Celebration for the third-graders who attend six mountain elementary schools here in the Colorado Rockies. Also for a large consortium of homeschoolers.

Before we honored the kids for their reading improvement, I gathered close to 90 third-graders on the floor around me, and urged them to make reading central to their lives. Since I poured thirty years of observation and research into my 1992 book, TV on Trial, and one of my main doctoral concentrations had to do with the relationship between reading and writing, and since those areas have remained central to me during my entire academic teaching career, I felt this occasion offered me a golden opportunity to plant seeds in these young minds.

I pointed out to them that there are two ways they can feed their brains: Reading and Electronic Imagery. Reading has been with us clear back to ancient times, but most significantly since the advent of printing, some six centuries ago. Electronic imagery is much more recent: around the turn of the twentieth century with the advent of moving pictures.

Today, electronic imagery has become so ubiquitous it increasingly has pushed reading onto the ropes, with some even questioning whether it can survive at all.

So, I pointed out to the third-graders that there are two significant differences between reading and electronic media: Reading is a creative process; electronic imagery tends to be creative only for those who create it. Reading is connotative. In other words, every time a person opens a book and begins reading, something exciting happens: that person’s brain shifts into its creative gear as the reader cranks out non-stop inner imagery that has the potential to actually change the brain into a powerhouse.

I introduced two contrasting word processes: “denotative” and “connotative.” Denotative has to do with the dictionary definition of a word. Let’s take, for instance, the word “father”; the dictionary definition is “a man who has begotten a child.” That’s all there is to it.

But the connotative process is so explosive it borders on the mind-numbing, for it has the potential, over time, to remake the brain. I pointed out that as you read the word “father,” if you have a loving father you adore, the mental image you create will tend to mirror that; but what if you have an abusive father? That would contribute to a much darker mental image. And no two readers ever create exactly the same mental imagery from the same words! For each individual is one-of-a-kind. That is why cloning would be such a terrible thing. As a person reads, word after word after word triggers the creation of mental imagery in the reader’s brain. So much so that just one book has the potential to create seismic differences in the reader’s outlook on life. But that’s not all, by any means. Each author writes in a different way from other authors; this is why Google enables teachers to catch plagiarists so easily, and why it borders on the impossible that an anonymous writer can long remain anonymous. The reader reads works by Alcott, Tolkien, Blume, Milne, Seuss, Hemingway, Tolstoy, Twain, or Martin Luther King, Jr.—; those stylistic differences are stored in inner templates, each of which may be drawn from when the reader begins to write herself/himself.

Depending upon whether the reader reads from a wide variety of books, stories, essays, etc. written by authors worth reading as opposed to stalling out on mental pablum; the former is likely to develop into a powerhouse and the latter into straitjacketed narrowism.

* * *

But what if individuals read no books and little of anything else, and instead feed the mind with electronic imagery (the norm for untold millions today), what happens to their minds? When one is watching television, cinema, video, or other electronic genres, whether one person is watching a given source or a billion people are watching it, every last one is internalizing the same picture! Reason being that the receiver’s brain has had nothing to do with the image’s creation—someone else did that. In fact, the receiver’s brain is completely bypassed: BAM! The image is blasted into the receiver’s brain. But it is not internalized for it is a foreign object. It is a self-standing entity that just sits there. Over time, as these foreign objects take up more and more space in the receiver’s brain, that person all but loses the creative potential that individual was born with.

In the collegiate freshman composition classes I’ve taught over the years, I’ve seen replayed the two species again, again, and again. When I tell a class, “Take out a blank piece of paper. We are going to write. . . . Now write!” It matters little whether I give them a subject to write about or let them choose, the results are the same each time: the reader, having all the internalized imagery of many authors’ books and stories synthesized into the memory banks, stylistic templates too, can hardly wait to start writing—and then the pen races across the page. The non-reader, almost invariably, just sits there glassy-eyed, like Bambi on ice. Since there is precious little in their brains that wasn’t created by someone else, there isn’t much they can draw from. And since they don’t read, they don’t know how to write either. Structurally, they are equally at sea. Since electronic imagery explodes at them from all directions, little of it structured, their thought-processes tend to be equally unstructured and disjointed. This is also true when they speak in public.

Furthermore, even in the business world, non-readers are handicapped. Studies have shown that when employing CEOs test them to see which applicant would be the best fit for a job, they are often given a task composed of, say five, steps in which to reach desired completion. Deliberately and unannounced, the CEO leaves out a step. So a reader moves from step to step: A to B, B to C, C to D, D to E, and E to F—only D to E is left out. The reader reaches this abyss, is puzzled , but doesn’t give up. Since the reader has developed a part of the brain scholars call the “library,” in which the brain talks to itself, the applicant, much like a spider, launches filaments out into the void, seeking for a terminus on the other side. Sooner or later, one of the filaments touches solid ground; the applicant now bridges to the other side and moves from E to F, and completes the task. The non-reader never can complete the task. Even when both applicants are college graduates with 4-point grade A averages, the results are still the same. A neighbor of mine, an executive himself, and a veteran administrator and employer, when I shared this study with him, explained, “So that’s it! I’ve long wondered why some top graduates could problem-solve and others failed so dismally. It makes sense!”

* * * * *

Sadly, our society has yet to recognize just how essential reading is to life and career success, even in areas that are not generally considered as demanding a reading background.