When I was a senior in high school I had a friend who would borrow one of the novels I carried everywhere with me and casually doodle the most amazing cartoons on the flyleaf. His cartoons were better than the things published in MAD or Cracked. My memory of that time may be a bit hazy now, but they were better to me then. Funnier. I marveled at the effortless way the pictures just came out of his hands, at his ability to draw, to write. It struck me as such a wonderful gift, to be able to take a pen and have it just make the lines you wanted to make and to make only those lines in the ways you saw them in your head. Freehand artwork, freehand writing, is almost magic in my eyes.
They didn't have a word for my disability when I was in school. I was never quite like the other children. Teased frequently, I hid in books and stared at my desk, afraid of catching anyone's eye lest I be subjected to more derision. I didn't know what made me different, but I knew that I was different all the same. The teasing I was subjected to originated with my second grade teacher who thought it would be a good idea to have the other kids torment me to make me write faster.
daily corporal punishment was it. Both were dissuaded from their delusions by my parents. The corporal punishment stopped, but the teasing continued until I moved away from that town. I wasn't to be free of the hangups that this teacher's cruel methods of instruction inflicted on me until well into adulthood. To this day I remain a public school skeptic largely because of my experiences in school at the hands of the children and this particular teacher, evidence of just how much damage one wrong idea can inflict.
My problems in school were bad enough that the school insisted my parents take me to see a specialist. We went to see the same diagnosticians in Denver two times; once in second grade and again in 5th grade. The school insisted that there was something wrong with me; it wasn't the teacher, it wasn't the other children. There was something wrong with me. So my parents paid for the doctors and paid for the travel, and off we went on what was a grand adventure from the perspective of my seven year old self.
I remember the experience because it was such a rare occurrence to be in another place. The Rocky Mountains around Denver were about as different from the grassy plains of Kansas as you can get. It was the first airplane flight I could remember, and it made me love flying. I have a great love of Colorado largely because of the experiences I went through in Denver on those two visits.
The doctors were nice. They gave me various tests. Handwriting tests, drawing tests. Clearly they were looking at motor control in the manner after the time (late 60's early 70's) trying to figure out why I couldn't write well. Writing really hurt. It still hurts. The stupid pencils never went where I wanted them to go. Lines were never straight. Letters were never legible. Cursive? Cursive was a practice in slow torture. Every assignment in school made me suffer in silence; unable to write and yet required to write. Homework went undone. Not because I didn't want to do it, but because I literally would grow tired from the constant pain of writing and simply pass out on my homework.
My mother doesn't remember the word dysgraphia being used at the time, but what I was suffering through was distinctly dysgraphic in nature.
I loved to read. Reading and writing are two completely different exercises in the mind. The words would sometimes get tangled up in my head, but the places I could go while reading were so much better than the reality I was facing that I just soldiered on through the occasional confusion. But writing? I flunked a semester of english my sophomore year in high school because half of my grade would be based on a term paper I would be required to write long-hand. The subject of the paper that was selected for me was of no interest to me. I asked the instructor for a different subject more than once, only to be told I would write the paper and to stop arguing about it. In one of my first acts of rebellion I flunked the class rather than spend a week or more in agony only to have the paper rejected because it couldn't be read.
I have never taken notes in class. When told to take notes I would write a few lines and stop (a trick I learned early. If the page is blank the teacher will notice and scold you) Notes were pointless. By the time I had written down the first sentence I'd have missed the next three sentences. What I learned to do was listen and absorb so that I could repeat what was said almost verbatim, at least briefly. Eventually I learned to synthesize the information internally and was able to rapidly apply it to new problems without ever having to write anything on paper.
I only recently learned that the ability to synthesize data internally is itself a special skill. Most people cannot remember things, cannot apply knowledge, without writing these things down.
Few of my teachers believed that I could do this, that I could absorb and apply knowledge without first committing it to paper. They especially didn't believe it because I failed so frequently to do anything demonstrative in front of the class. I was afraid to write poorly and so would take far too long at the blackboard to be able to demonstrate anything to anybody.
Even though the specialists who tested me in fifth grade issued written instructions, specific to each teacher about the challenges I was facing learning in a classroom environment, the instructions were discarded as lending favoritism to a child that the school teachers and administration frankly thought was the problem in the first place. My mother was livid at the time and still gets angry talking about the subject. Did they know how much all of this testing cost? Paid for twice out of my parent's own pockets? At the insistence of the school? Testing and findings to be discarded as too much trouble to institute, to much trouble to turn into a different teaching model?
What they did instead was slap a label on me. They called me slow.
I carried that label with me from second grade through seventh grade. The label and the torment only stopped at that point because I moved away from my hometown in Western Kansas for a few years; and when I came back to Kansas for my sophomore year of high school it was to a different town, Garden City, and to a different school. I never did spend any significant time in Leoti from that point forward. My nostalgia for the place I long considered home is leavened with ambivalence and rebellion. Rebellion against the label slow.
My sophomore and junior years of rebellion in Kansas and the custody of my father got me sent back to Texas and my mother. The all too familiar plight of children caught up in divorce. Shuttle diplomacy and holidays with the other parent. Custody battles and missed child support payments. From Leoti, Kansas and slow to Stinnett, Texas and rebellion. Garden City, Kansas and missed opportunities to Sweetwater, Texas and make the best of what you have left.
My senior year of high school in the late, hot Texas summer of 1980. My friend and his artwork were also transplants to the town and the school. Since we were both new, we decided to navigate the terrain together. Watch each other's backs. The counselor lined out the required classes we would need to finish the year and graduate. He and I would be in organic chemistry together. A class we both found so boring that I would read and he would doodle on my books. We also had a few other classes together.
This is small town rural Texas, education isn't something they spend a lot of money on. In the Kansas high school I had attended the previous year I had automotive mechanics and welding and a virtual smorgasbord of other classes I could have picked through if I had wanted to test my abilities in other areas. In small town Texas I essentially had two elective choices; metal shop and woodshop. Home economics would not be offered to boys. There was an FFA group, but animal husbandry was not my thing even if we had a farm to raise animals on (we didn't) When we were unimpressed with the first two options, the counselor did admit that they also had a typing class and technical drafting. These were clearly choices she didn't think anyone should be interested in. When we went around to talk to the various instructors to see what we might be interested in, I had an epiphany.
An epiphany in the example drawings from the drafting class. Drawings that illustrated how to build things. I had been a model builder for years by that point, but it had never occurred to me that someone had to draw those assembly instructions. It was the drafting equipment. The drafting machines, boards, lead holders, straight-edges and triangles. The realization dawned on me. I didn't need fine motor control as long as I had an edge to guide the pencil. I could focus on pressure and distance and not worry about direction. Writing? Slow, painful, tedious work; but block lettering gave me the ability to finally be able to communicate what I wanted to say clearly. Leroy lettering guides kept the hands moving, forming the correct shapes.
My mother could not believe I wanted to draw when I came home from school that first day. After everything I had been through, the problems I had writing and communicating all my life. Writing, she told me, was something I always wanted to do. I wanted to tell stories. She would write things down that I asked her to, and then I would meticulously copy each character onto another page. But drawing? She couldn't figure out what the attraction was. If that was what I wanted to do, she wouldn't stop me from doing it.
|An appreciation of Kenneth L. Zonge|
My uncle, Kenneth Zonge, was a genius. No two ways about it, the guy is hands down the smartest man I've ever met by several orders of magnitude. Smarter than I am by about the same distance. He did early research into electronic mapping of rock strata, using computers to analyze the data and produce results that would tell miners where to dig for various minerals. His company Zonge Engineering and Research still does work in various fields in countries all over the globe. Back in the mid-seventies we went to visit him on a family trip, and he wanted to show off his portable computer.
|Still looking for an image of |
the "Red Baron"
Presented with the chance to learn how to touch-type as a senior, I took advantage of it. IBM Selectric III's seem clunky and slow now, and error correction was a pain in the ass. But in the 80's, for me, it was like being given access to electric light for the first time. I could type whatever I wanted on the keyboard and it would produce exactly what I wanted it to say almost as fast as I could think it. I had never had access to anything like it before. I asked to be able to do my homework in the typing lab, it was so much easier to just type it than it was to write it. I knew I'd never be able to afford a machine of my own, but if I could just be able to work in an office, there would be machines in the office I could use.
The pieces of my future were falling into place before me, whether I knew it or not. My intense interest in architecture could be accessed through drafting for architecture. My inability to write could be bypassed by access to a typewriter. After a year of drafting in high school, and a twelve month technical course at the local campus of TSTI, I took my label slow and my newfound tools and went out into the land of design and construction. Went out into the business world and was almost immediately flummoxed by the fact you have to sit still in an office. Sitting still drives me absolutely nuts. Give me some decent shoes and rugged clothes, and I'll spend all day for weeks exploring every inch of ground around me for whatever can be found. I never really thought about it; but I imagine being cooped up inside revisited the torment of school, being asked to engage in rituals I found painful and to gauge facial expressions I found confusing at best, incomprehensible at worst.
Maybe I need the physical stimulation to make the mind work.
In any case, the first barrier to office work wasn't actually the writing and drawing. No, the first barrier was getting over my own internal loathing of sitting still. That took years, longer than it took me to learn to type or to draw with precision. Eventually I learned to tap into what is commonly termed as flow now; and I could draw essentially effortlessly for hours at a time, longer and better than my peers. I had to be more dogged, more persistent. I had to be because I was slower than they were. That is an unpleasant, unavoidable fact.
My hand drawing production rate was much slower. However, because I had to take time to make sure the lines were exactly right, my drawings were also generally of better quality. This is not bragging, this is me relating the feedback that I got from dozens of years of work in the field. Yes, Anthony. Your drawings are beautiful. Can you turn them out faster? The same old label of slow coming back to haunt me.
"You are slow, Anthony." Sounds like stupid in my ears, and it is meant to sound that way. Yes, I take longer to get there, but it will be worth the trip unlike some draftsmen I won't mention. That is the line that ran in my head in response. I had to bite that retort back more times than I can count.
I learned to crib graphics as a method of timesaving. I would type or have someone else type notes and affix those transparencies to my drawings. I would draw details in such a way that I could duplicate them easily using a Xerox machine, or wholesale duplication of sheets of work. The whole industry of architecture was undergoing a change as I underwent these changes, but it was the echos of "you're slow, Anthony" in my own head that made it imperative that I cut every corner I could in order to turn drawings out as quickly as possible.
In the end, I did it.
Not because I got faster at hand drawing than anybody else. No, all of my peers can sketch rings around me. They always have been and probably always will be able to draw rings around me. The few times I've ever had to draw anything by hand in the field I was embarrassed to do so. My contractor friends, men who trusted my drawings implicitly, were always careful to assure me it would be fine; but I know just how childish my scribbles looked.
They were bad, and it was a barrier that kept me from advancing in the field of architecture. More than once I was offered promotion to supervisor or manager and I always balked at it. Why? Because supervisors and managers draw freehand right on the paper, and the draftsman just takes what they draw and cleans it up. I was really good at the clean up part of the process after years of practice. I was never going to be good at the freehand part. That was not something I would be able to do, and deep down in my heart I knew it was a barrier that I could not cross.
What changed things for me was the early exposure to computing at the shoulder of my beloved uncle. The exposure that made me understand the power of computers.
When you draw something in the computer, it can be duplicated endlessly without degrading the copy. The digital world allows you to be able to replicate whatever work you'd done previously by simply copying and pasting. Drawing guides are built in, so shaky handwork is irrelevant. The initial precision was the determining factor of replicability, and I had honed precision to a fine art already. It was just a matter of mastering the new tools.
Since I couldn't get my employers to see the vision of my uncle's suburban filled with computer gear, I took it upon myself to enroll in courses at Austin Community College so that I could gain access to contemporary PC's of the time (386's probably) while the motor control problem makes me a klutz with hardware, software is just a matter of understanding the logic of the system in a way that allows you to utilize shortcuts built into it. Classes in programming were more than I wanted to deal with at the time, and programming itself means little to me still, but breaking security barriers on the simple GUI's the school used at the time was child's play, and I spent a year learning how not to get caught doing things with the computer that weren't allowed, while learning the reasonably simple (for an experienced draftsman like myself) drawing exercises that I had to produce in order to pass the class.
When the classes were done and I felt prepared for what I saw as the inevitable future, my employers threw me a curveball and bought into a CAD program other than the one I had trained for. While I had spent a year learning AutoCAD, other CAD programs had made inroads in the architecture field and my employers purchased a program called CADvance and hired an operator from outside the firm to run the system.
|Hoval calculator and measuring stylus|
Undaunted, I simply learned the far more straightforward command parameters for CADvance. The process took all of three days and I was already (unbeknownst to me) as fast or faster than the outside help my employers had hired. I mastered his system and improved on it before realizing I wasn't going to be going anywhere in that firm and made the move to another firm. A larger firm that used both systems I already knew.
It was about the time that my new employers adopted a third system Microstation and I mastered that program (with the help of the Wife's student software discounts, her then ongoing pursuit of an MLIS and her still invaluable proofreading skills. Love you too, dear) and then started helping my co-workers become proficient with this new third system that I began to realize that I wasn't the slowest person on the floor. In the middle of a monologue of self-criticism about streamlining some process or other, the co-worker I was talking to stopped me cold to inform me that "you know you are the fastest draftsman on the floor, right?" No, I hadn't known it until he pointed it out.
Liberation from false constraints, from labels you never wanted, never accepted is a feeling that is hard to describe. Hard to fathom. I will be eternally grateful to my friend and coworker who pointed this fact out to me. It was years of additional work understanding just what it meant to not be seen as slow and stupid. To not have to push back against a negative view, a constraint you internalized and never let go of until long after everyone around you had stopped holding the view and instead were puzzled by what continues to drive you to be faster.
A recurring argument that I had with a few of my supervisors and fellow architects (back when I had a license, back when I was one of them) was the common belief that people aren't in nature when they aren't working on a 2D paper surface. The misguided notion that the synthesis of ideas requires a fixed medium (paper) and a writing implement (pencil) to engage the creative brain.
Future architects are explicitly told by some college professors that they "cannot design in a computer environment." This false limitation being taught to so many students appals me to my core. It invalidates everything about me, my experiences, my pain and trials and eventual triumph. Is it a good thing that I never went to college to learn architecture? Had I followed the traditional route, embarked on a master's degree in Architecture, I might have had this additional bad information to wrestle with and put behind me. Computer design is wholly artificial and so it can't be a place to design in.
If I accepted this falsehood as truth I would never have embarked on my journey in the first place. I'd be just as disabled and just as hopeless, but with no belief that I could ever be more than that. Paper and pencil are natural to the people who find them natural. If the characters will not flow from you hands using them, find some other medium to express yourself in. All of them are natural. Do what you can do and never apologize for having to take a different road than everybody else. None of them know what experiences you have, what disabilities you will have to cope with. What gifts you might have hiding inside.
This is the end of the story of Coping With Dysgraphia. It only gets me to the middle of my architecture story, a story I still haven't told fully; beginning, middle or end. That story will have to wait for another muse, another time. My parting thought on the subject of dysgraphia is, I wish I could remember what the subject of that term paper was that I refused to write way back when. When I was a sophomore in Garden City in 1978 flunking out of english class. I could write a whole book on the subject now with the tools we have today. I wonder what kind of story that would have been then if I could have simply been able to do what I do now?
Listening to The Hero's Journey TED radio hour inspired me to put this story into words. Specifically it was the story of Ismael Nazario who was convicted of a crime and sent to Rikers as a teen. There but for grace go I. The difference that the color of your skin can make.