The Unforgettable Legacy of Miss Bessie Taylor Gwynn

The lessons she taught went far beyond the three Rs.

By Carl T. Rowan
Also in Reader's Digest Magazine March 1985

March 1985 RD ClassicsShe was only about five feet tall and probably never weighed more than 110 pounds, but Miss Bessie was a tow­ering presence in the classroom. She was the only woman tough enough to make me read Beowulf and think for a few foolish days that I liked it. From 1938 to 1942, when I attended Bernard High School in McMinn­ville, Tennessee, she taught me English, history, civics—and a lot more than I realized.

I shall never forget the day she scolded me into reading Beowulf.

“But Miss Bessie,” I complained, “I ain’t much interested in it.”

Her large brown eyes became daggerish slits. “Boy,” she said, “how dare you say ‘ain’t’ to me! I’ve taught you better than that.”

“Miss Bessie,” I pleaded, “I’m trying to make first­string end on the football team, and if I go around saying ‘it isn’t’ and ‘they aren’t,’ the guys are gonna laugh me off the squad.”

“Boy,” she responded, “you’ll play football because you have guts. But do you know what really takes guts? Refusing to lower your standards to those of the crowd. It takes guts to say you’ve got to live and be somebody fifty years after all the football games are over.”

I started saying “it isn’t” and “they aren’t,” and I still made first­string end—and class valedictorian—without losing my buddies’ respect.

During her remarkable 44-­year career, Mrs. Bessie Taylor Gwynn taught hundreds of economically deprived black youngsters—including my mother, my brother, my sisters and me. I remember her now with gratitude and affection—especially in this era when Americans are so wrought up about a “rising tide of mediocrity” in public education and the problems of finding competent, caring teachers. Miss Bessie was an example of an informed, dedicated teacher, a blessing to children and an asset to the nation.

Born in 1895, in poverty, she grew up in Athens, Alabama, where there was no public school for blacks. She attended Trinity School, a private institution for blacks run by the American Missionary Association, and in 1911 graduated from the Normal School (a “super” high school) at Fisk University in Nashville. Mrs. Gwynn, the essence of pride and privacy, never talked about her years in Athens; only in the months before her death did she reveal that she had never attended Fisk Univer­sity itself because she could not af­ford the four­-year course.

At Normal School she learned a lot about Shakespeare, but most of all about the profound importance of education—especially, for a people trying to move up from slavery. “What you put in your head, boy,” she once said, “can never be pulled out by the Ku Klux Klan, the Con­gress or anybody.”

Miss Bessie’s bearing of dignity told anyone who met her that she was “educated” in the best sense of the word. There was never a disci­pline problem in her classes. We didn’t dare mess with a woman who knew about the Battle of Hastings, the Magna Charta and the Bill of Rights—and who could also play the piano.

This frail­-looking woman could make sense of Shakespeare, Milton, Voltaire, and bring to life Booker T. Washington and W. E. B. DuBois. Believing that it was important to know who the officials were that spent taxpayers’ money and made public policy, she made us memo­rize the names of everyone on the Supreme Court and in the Presi­dent’s Cabinet. It could be embar­rassing to be unprepared when Miss Bessie said, “Get up and tell the class who Frances Perkins is and what you think about her.”

Miss Bessie knew that my family, like so many others during the De­pression, couldn’t afford to sub­scribe to a newspaper. She knew we didn’t even own a radio. Still, she prodded me to “look out for your future and find some way to keep up with what’s going on in the world.” So I became a delivery for the Chattanooga Times. I rarely made a dollar a week, but I got to read a newspaper every day.

Miss Bessie noticed things that had nothing to do with schoolwork, but were vital to a youngster’s devel­opment. Once a few classmates made fun of my frayed, hand-me-down overcoat, calling me “Strings.” As I was leaving school, Miss Bessie patted me on the back of that old overcoat and said, “Carl, never fret about you don’t have.  Just make the most of what you do have—a brain.”

Among the things that I did not have was electricity in the little frame house that my father had built for $400 with his World War I bonus. But because of her inspiration, I spent many hours squinting beside a kerosene lamp reading Shakespeare and Thoreau, Samuel Pepys and William Cullen Bryant.

No one in my family had ever graduated from high school, so there was no tradition of commitment to learning for me to lean on. Like mil­lions of youngsters in today’s ghet­tos and barrios, I needed the push and stimulation of a teacher who tru­ly cared. Miss Bessie gave plenty of both, as she immersed me in a won­derful world of similes, metaphors and even onomatopoeia. She led me to believe that I could write sonnets as well as Shakespeare, or iambic­ pentameter verse to put Alexander Pope to shame.

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