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what acts of classification do these boundaries serve

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nigga

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His main boundary that's spoken of is his educational boundary. He's unfairly held back from achieving higher in school because his test scores were mixed up. "For I was placed in the vocational track"(317).

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Brother Dill seems like your typical strict and evil teacher we see so often in the media. "He would lose control and shake or smack us"(317) His PE teacher also rings a bell as he is demanding and harsh. He also has the goal in mind to "toughen up" select kids whom he deems unmanly. "He did that, he said, to make men of us"(317). Mr. Mitropetros is a man who seems to care more of his own exploits rather than the education of his students. Imagine him as the kind of teacher that recites exaggerated stories for the whole period and, at the last second, hands out an assignment. "He had little training in English"(318) "He would crow and preen and list for us the stars he'd brushed against"(318) He certainly isn't the sort of teacher I'd want. I hope you aren't like that Mrs. Gabert. Mr. Montez would most likely be considered the "fun teacher" at this particular school. Solely because he isn't able to keep his class under control. "Spanish was a particularly rowdy class and Mr. Montez was as prepared for it as a doily maker at a hammer throw"(318). He's the sort of teacher that bows his head in defeat after trying several times to calm his class down.

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Throughout the essay Rose shares stories of many different teachers and educational experiences. Rose shares of his time in a class less than what he should have been in and how he continued with what was expected of him. That is until Brother Clint grew "puzzled over this Voc. Ed. kid who was racking up 98s and 99s on his tests"(322). Brother Clint found a mistake in the scheduling and wanted Rose to move up the next year. This allowed Rose to have new expectations to rise to. Boundaries given to an individual will either be rose to and lowered to. Depending on the circumstances, if someone is given the room to succeed they will. If they are given the means to be average, they will do the same.

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Throughout this essay, Rose explains the boundaries he experiences. During school, Rose was, “... placed in the vocational track, a euphemism for the bottom level. Neither I nor my parents realized what this meant. We had no sense that Business Math, Typing, and English-Level D were dead ends” (317).  Rose was put in the vocational track which only allowed him to become average, compared to the College Prep students who were pushed to success. The vocational track was a boundary students were stuck in, hiding them from creativity and higher educational thoughts. As Rose was in the vocational track, he only put half his effort and half his mind, “I did what I had to do to get by, and I did it with half a mind” (319).  This boundary allowed Rose to go so far, he was caught in only mediocre success. However, Rose broke this boundary, and overruled ordinary education by entering College Prep as a junior. This allowed him to push himself to success as he gained knowledge and suppressed his mediocre thoughts.

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1. Brother Dill - Troubled and unstable, homeroom supervisor and English teacher. His classes often drifted off and he often lost control in outrage.

2. PE Teacher - An ex-lineman who attempted to "make men of us"(317). Used sting pong as a way to do so and criticized Rose's name.

3. Mr. Mitropetros - Taught sophomore English and parked cars at night. Shared stories about all the celebrities he had been near. Due to lack of training he had the kids read the same play multiple times throughout the year, switching roles each time.

4. Mr. Montez - Taught Spanish I and continuously tapped his pencil. His class was particularly rowdy and he finally broke. His authority was "ripped to shreds'(318).

5. Brother Clint - Rose was placed in his Voc. Ed class by mistake. After getting good grades and having Brother Clint see much potential in him, Clint suggested that Rose starts in the College Prep program the following year.

6. Jack MacFarland - He came into Rose's life at a perfect time. Rose's life was not too far gone and MacFarland was able to pave a path for how Rose wanted to be.

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Rose speaks of the boundaries between different educational backgrounds. When Rose is placed in the incorrect schooling track, he states "But how would someone like Tommy Rose with his two years of Italian schooling know what to ask?" (317). Throughout the essay a common theme stands. When someone is not given the skills needed to succeed, they will not succeed. A college prep course will offer a much more fulfilling academic career than a school where the students aren't even expected to succeed. This leads into the prevailing theme of the boundary between where one can reach and where they are given the tools to reach and expected to reach. Throughout the essay one can see many examples of Rose not reaching his full potential because he was not expected to. "Students will float to the mark you set. I and the others in the vocational classes were bobbing in pretty shallow water" (318).

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The first boundary is Rose being placed in the vocational education. "The vocational track, however, is most often a place for those who are just not making it, a dumping ground for the disaffected"(319). The kids in this learning group are not considered as important to the other kids. Another boundary is Rose trying to adjusting to things and to and to be "average". Things have changed and Rose could "browse bohemian bookstores in far-off, mysterious Hollywood; I could go to the Cinema and see events through lenses of European directors; and, most of all, I could share an evening, talk that talk, with Jack MacFarland"(329). Without pushing through boundaries Rose would not be able to do the things he thought he could do and with the people he is now with. 

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The first boundary is Rose being placed in the vocational education. "The vocational track, however, is most often a place for those who are just not making it, a dumping ground for the disaffected"(319). The kids in this learning group are not considered as important to the other kids. Another boundary is Rose trying to adjusting to things and to and to be "average". Things have changed and Rose could "browse bohemian bookstores in far-off, mysterious Hollywood; I could go to the Cinema and see events through lenses of European directors; and, most of all, I could share an evening, talk that talk, with Jack MacFarland"(329). Without pushing through boundaries Rose would not be able to do the things he thought he could do and with the people he is now with. 

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Until the end of last year, I have never actually set goals or tried to reach them as I am this year. I am finally seeing the mark and reaching for it because I am realizing that everything I do now will affect me in the future. Like what college I will get into, if I don't start trying then I will never make it to that and then my future will start crumbling. 

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Until the end of last year, I have never actually set goals or tried to reach them as I am this year. I am finally seeing the mark and reaching for it because I am realizing that everything I do now will affect me in the future. Like what college I will get into, if I don't start trying then I will never make it to that and then my future will start crumbling. 

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Brother Dill was Rose's homeroom supervisor and freshman English teacher who seemed to introduce the idea of corporal and harsh punishment to Rose. "I hadn't been there two months when one of his brisk, face-turning slaps had my glasses sliding down the aisle" (317).

His unnamed gym teacher also introduced him to harsh physical punishment as well as humility-- if he hadn't already experienced enough of it because of the social barrier-- as well as "make men" of the students.

Mr. Mitropetros, Rose's sophomore English teacher, introduced Rose to the unstructured side of education, and-- whether Rose knew it or not-- caused Rose to fall even further behind on his education.

Mr. Montez led a class where the bar was set so low that it was impossible for the students to succeed, and it became clear to Rose that he could not succeed if the expectations were not of success. "Students will float to the mark you set" (318).

Brother Clint was the first to see more potential in Rose than where he was and introduced him to the level where he should be.

Lastly, Mr. MacFarland who forced Rose to achieve at his maximum ability and set the bar high, as well as allowing Rose to reach his full potential Mr. MacFarland also assisted Rose in creating a path for his future.

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"Float to the mark you set" has never particularly worked for me, because the only mark I float to is my own. I've always set the bar higher for myself than anyone else. My parents have always told me that they're fine with As or Bs, but I've never been okay with anything less than perfect. Granted, this has caused some stressful days, but nothing matches the pride of seeing the GPA line on my progress reports read "4.0". The current educational system works for me because I test well. and the motivation is built right in for me because I have big dreams, world-changing dreams, and I know that education is the only way to get there.

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Rose deals with not only boundaries, but overcoming them. One of the first and most obvious boundaries he encounters is discrimination as a result of being in "the bottom half"(317). The school focused on other students, and places the Vocational Education students in classes that Rose came to realize "were dead ends"(317).  Rose's most central boundary to his education was that he was already written off as a lost cause. When Rose is introduced to college prep, he faces educational boundaries from the other side: the pressure to be perfect. "Our best and brightest... become cynical grade collectors"(326). While most of the boundaries rose overcomes are real educational downers, the final boundary he overcomes is optimistic. He writes on how MacFarland and his education, at least briefly, allowed him to "[live] beyond the limiting boundaries of South Vermont"(329).

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The first teacher Rose introduces us to is Brother Dill, the rough and uncontrolled teacher who serves to remind Rose of his time in the vocational program and that it served as an encounter with how the educational system treats "the bottom level"(317).

The next is the physical education teacher, who physically abuses the students to "make men of [them]"(317), who was included to demonstrate the punishment-equals-strength concept.

Mr. Mitropetros is next introduced, a man who "had little training in English"(318), introducing the idea that, even in such a rigid school system, teachers are not always properly trained.

Slight Spanish teacher Mr. Montez is written on to emphasize not only the diversity of Rose's school, but how tenuous the grasp of authority on a classroom can really be.

Brother Clint is a refreshing change, and is introduced as the first teacher who seemed to have a real interest in teaching the Vocational Education kids. "He used the same... syllabus across the board. If one class got tough, he got tougher"(322).

In passing, Rose mentions the Priest who taught both chemistry and algebra, who would pass Rose because of his athletic ability, "I knew I wouldn't get any lower than a C"(323). This stands to outline a priority issue still evident in schools today.

The final, and most significant, teacher mentioned is Mr. Jack MacFarland, who is the teacher who cared most about Rose and his academic success, despite that Rose was in the vocational education program.

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The idea of "students will float to the mak you set," for me I think is incredibly true. For me getting homework done isn't just about meeting deadlines or getting good grades. When I think about how much I hate doing homework or "Im just too lazy to finish this work sheet" it comes to mind that what decisions I'm making now reflect on my future and the  chances of me reaching my full potntial in life. The motivations that keep me pushing through is my future and happy I imagine myself when I finish school and be everythin I've ever wanted to be.A type of educational systen that I think might motivate all kinds of student is pushing through,everytime you feel like you are giving up, remember your future and how hapy you see yourself.

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In this essay about Rose's school life and how he learned things in different perspectives. It represented many boundaries he explains. The first boundary I noticed is with his parents not being able to give him the support he needed with his "average" school putting him in boundaries with the other students. He explains, "for I was placed in the vacational track, a euphemism for the bottom level. Neither I nor my parents realized what this meant." (Pg 317) The school and his parents figured he was just an adverage kid who wanted to strike the "easy" path in school. Another boundary he found himself in is tring to fit in, being mediocre, following the status quo. That's not what he wanted but he did what he had to do in school to blend in. Rose says, "Students will float to the mark you set. I and the others in the vaational classes were bobbing in pretty shallow water," (pg 318) He found himself bobbing around trying to be mediocre for the longest time so he could just get passed by because of the society they lived in vocational was boxed off on its own because there were teachers who were incapable of  creativity, instead they needed to occupy their students.

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Rose discusses the boundaries set by placing students on the Vocational Education track. One aspect of that larger boundary is the difficulty of effectively teaching students that struggle to succeed in traditional schooling. Rose discusses this idea when he says, "And the teachers would have needed some inventiveness, for none of us was groomed for the classroom," (319). This shows that teachers who were traditionally trained would struggle teaching these students, which would lead to the students not learning well. Students on the vocational track also are simply not offered the same opportunities as those considered to be "smarter." "You'll see a handful of students far excel you in courses that sound exotic and that are only in the curriculum of the elite..." (321). The students are only offered certain courses and aren't able to learn more than the basics, effectively providing a boundary in their learning. Being on the vocational track with its flawed teachers also lead to the boundary or barrier that students learned to set for themselves to defend against the difficulty of being told their limits. The students placed on this track learn to take "on with a vengeance the identity implied by the vocational track. Reject the confusion and frustration by openly defining yourself as the Common Joe," (321). This shows the boundary that the students are made to establish as a defense to the class of society that they are supposed to fill. The boundaries make the students classify themselves as average, and nothing more. The students are "defined by their school as 'slow'..." (321). The boundaries set by the vocational track classify the students as less intelligent, as lesser members of society, and teach them that they can only go so far.

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Brother Dill- Brother Dill was Rose's homeroom teacher and freshman English teacher, and he was a very bothered man that would often abuse his students, as Rose recollects "I hadn't been there two months when one of his brisk, face-turning slaps had my glasses sliding down the aisle," (317).

PE teacher- As another abusive instructor, Rose's unnamed PE teacher said "''Rose?' 'What the hell kind of name is that?'" (317) showing that he was both verbally and physically abusive towards his students, saying it was an attempt to "make men of us" (317).

Mr. Mitropetros- Mr. Mitropetros was Rose's sophomore English teacher who became a bit of a joke because of how much "he would crow and preen and list for us the stars he'd brushed against," (318), and he also "had little training in English..." (318).

Mr. Montez- Mr. Montez was the new Spanish teacher, and was a "soft-spoken and delicate" (318) man who was "as prepared for it as a doily maker at a hammer throw," (318), it being the challenges of the vocational track students.

Brother Slattery- Brother Slattery was a young history teacher at Rose's school who was one of the few teachers of the vocational students to work hard to teach them by combining "a stern voice with weekly quizzes..." (319).

Brother Clint- Brother Clint was the biology teacher that taught all of the students, vocational track or otherwise, who commanded the room because "...looks and physical strength were high currency," (322),  and also realized that Rose should "begin... junior year in the College Prep program," (322) and not be in the vocational program.

Chemistry and Algebra 2 teacher- Rose recalls struggling in both of these classes, but the priest that taught them "was also the school's athletic director. Membership on the track team covered me; I knew I wouldn't get lower than a C," (323).

Mr. MacFarland- Mr. MacFarland was Rose's Senior English teacher, who didn't care much for looks but worked the students hard to "...slowly and carefully built up our knowledge of Western intellectual history," (325) and was also quite good at "...keeping some pretty difficult people in line," (326). Mr. MacFarland also was the reason Rose went to college, as he "...made calls to old professors and...wrote me a strong letter. Loyola finally accepted me..." (327), and Mr. MacFarland taught a special course that inspired Rose to become "a fledgling literati," (328).

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Rose describes to us, many different boundaries in his essay. All being non-physical but equally as meaningful. One of the boundaries he describes to us is the different areas in LA in which kids commute from to go to Our Lady of Mercy. " The rides were long but were livened up by a group of South L.A. veterans whose parents also thought that Hope had set up shop in the west end of the country" (316). He also depicts a barrier between the vocational track and the college prep track.This boundary serves the purpose of separating the kids that have a chance to those whom the school has given up on. " The vocational track, however, is most often a place for those who are just not making it, a dumping ground for the disaffected" (319).

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Brother Dill - Rose's  "unstable" homeroom teacher who was angered easily and released the anger on the students by assaulting them. Rose claims, "he would lose control and smack or hit us"(317).

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Brother Dill - Rose's  "unstable" homeroom teacher who was angered easily and released the anger on the students by assaulting them. Rose claims, "he would lose control and smack or hit us"(317).

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Mr. Mitropetros - Rose's English teacher who did not have a lot going on for him other than the fact that he would teach English and park cars at night. You couldn't say that he was much of an English teacher either because he was not the greatest at teaching it, "We'd finished the play way before the twenty weeks was up, so he'd have us switch parts again and again and start again."(318)
Mr. Montez - Rose's Spanish 1 teacher who was a small guy with little control.

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Brother Dill- Rose’s homeroom supervisor that is a “troubled and unstable man who also taught freshman English” (317). Brother Bill would handle situations with a loud voice and hitting, as he was very abusive when his classroom would get out of hand.

Mr. Mitropetros- He taught sophomore english, but he did not know much about the subject (318).

Mr. Montez- He was the teacher of Spanish 1 and was, “...a tiny man, slight, five foot six at the most, soft-spoken and delicate” (318). Mr. Montez gave too much freedom, which embarrassed the students.

Brother Slattery- Brother Slattery “worked hard at education” (319). Rose gained knowledge of an outline of world history.

Mr. MacFarland- He taught his heart out in senior english. Mr. MacFarland pushed the students to learn in Rose’s class by giving them many books and essays (325). All of the students admired and respected the hours he put into his work.

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Brother Dill: He was Rose's homeroom teacher who also taught English, he was a very unstable man who would become violent when the class drifted away from his attention. (pg 317)

Mr Mitropetros: He was the parking lt manager at the Shrine Auditorium who was bad at english. (pg 318)

Mr Montez:  He was a spanish teacher and was very tiny. He taught Rose that to much freedom can be bad. "Mr Montez's tenuous authority was finally ripped to shreds, and I think everyone felt a little strange about that." (pg 318)

Brother Slattery: He actually taught Rose something, history and he thinks that he is a hard worker. (pg 319)

Brother Clint: He was the biology teacher at Rose's school. He showed Rose that he cared about her grades and how well he was doing in his class. I think he motivated her the most for his academics and steering her in the rigt direction. (pg 322)

Mr McFarland: He was a very young teacher who has a masters degree from Columbia under his belt. He pushed Rose to succeed in school and Ros looked up to him as a guide becuse of his acheivements. (pg 325)

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Rose writes about many boundaries in this essay. The first boundary he mentions is a boundary between the different parts of LA. Rose starts the essay by describing the different boys that he rode to school with on the bus and says, "the rides were long but were livened up by a group of South LA veterans whose parents also thought that Hope had set up shop in the west end of the county" (316). This shows a boundary between at least the south and west parts of the city. He brings up this point again at the very end of the essay and states, "it provided a critical perspective on society, and it allowed me to act as though I were living beyond the limiting boundaries of South Vermont" (329). Another boundary that Rose describes is one between students in the College Prep and Vocational Education. He writes, "the particulars will vary, but in essence this is what a number of students go through, especially those in so-called remedial classes. They open their textbooks and see once again the familiar and impenetrable formulas... that have stumped them for years... this is not a new challenge. There is, rather, embarrassment and frustration and... some anger in being reminded once again of long-standing inadequacies" (323-324). Rose writes this passage while discussing how his time in "Voc. Ed." left him unprepared for the course work when he entered College Prep. Earlier in the essay he describes the vocational track as "a place for those who are just not making it, a dumping ground for the disaffected" (319). This shows the obvious gap between the students who the school officials have classified as having potential and those who they've decided to give up on.

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Brother Dill: Rose's homeroom teacher. Rose states that he was "a troubled and unstable man..." (317). He would lose his temper and hit the students (317).

P.E Teacher: He was abusive towards the boys in order to "make men of [them]" (317).

Mr. Mitropetros: Rose's sophomore English teacher. He had little training in English and was very boastful (318).

Mr. Montez: Taught Spanish 1. According to Rose, he was, "...a tiny man... soft-spoken and delicate" (318). He also struggled to control his class when they were rowdy (318).

Brother Slattery: Rose describes him as one of the only teachers who worked hard (319).

Brother Clint: Taught biology for students in both College Prep and Voc. Ed. Rose says, "if one class go tough, he could get tougher. He was young and powerful..." (322). He was also the teacher that got Rose out of Voc. Ed and into College Prep (322).

Mr. MacFarland: Taught senior English. He is described as having a "scruffy" appearance which led the students to wonder if he slept in his car (325). His class was rigorous and had broad topics of study (325). He was also good at controlling his students (325-326).

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Rose writes about the boundaries that surround us in our daily life and within school.  There are many do's and don'ts  that go along with the concept of being average and fitting in. When we stay within these boundaries we often are not ourselves. The boundaries limit what we can do and who we truly are.  Rose describes it as "...you have to twist a knife in your own gray matter to make this defense work. You'll have to shut down, have to reject intellectual stimuli or diffuse with sarcasm, have to cultivate stupidity, have to convert boredom from malady into a way of confronting the world"(321). In the same paragraph Rose continues to explain how we have to conform the the norm and the average expectations so we can feel wanted. Rose also explains how the educational system has,"..developed an obsession with evaluation and assessment.."(326).  Throughout the reading Rose proves how most people just follow others and don't follow their own path. Finally at the end Rose finds himself and is "...living beyond the limiting boundaries of South Vermont"(329).

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Rose writes about the boundaries that surround us in our daily life and within school.  There are many do's and don'ts  that go along with the concept of being average and fitting in. When we stay within these boundaries we often are not ourselves. The boundaries limit what we can do and who we truly are.  Rose describes it as "...you have to twist a knife in your own gray matter to make this defense work. You'll have to shut down, have to reject intellectual stimuli or diffuse with sarcasm, have to cultivate stupidity, have to convert boredom from malady into a way of confronting the world"(321). In the same paragraph Rose continues to explain how we have to conform the the norm and the average expectations so we can feel wanted. Rose also explains how the educational system has,"..developed an obsession with evaluation and assessment.."(326).  Throughout the reading Rose proves how most people just follow others and don't follow their own path. Finally at the end Rose finds himself and is "...living beyond the limiting boundaries of South Vermont"(329).

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Mr Montez: A delicate man who spoke softly and was quite small.

Mr Mitropetros: A teacher who rarely took schooling seriously and would rather talk about himself.

Brother Dill:  A quick to blow up teacher who would often haze students to get control over them.

Gym Teacher: A retired football lineman from the midwest, often used a paddle to discipline his students.

Brother Slattery: One of the only teachers that put an effort into their work.

Mr. MacFarland: Taught senior english and had a rugged look. Almost scruffy, as if he slept in his car.

Brother Clint: Taught classes from both the vocational track as well as the college prep track. "Young and Powerful"

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Brother Dill- He was Rose's home room teacher and tried to make the boys "men" by beating the kids and making fun of them.

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Brother Dill- He was Rose's home room teacher and tried to make the boys "men" by beating the kids and making fun of them.

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Mr Mitropetros- He was a poorly trained English teacher who did not make every day of school count and.
Mr. Montez- Didn't have authority over the boys and he didn't teach a serious class with high standards.
Mr. Gross- He taught the boys true job skills and challenged them.
Mr. MacFarland- Taught in a way that Rose was interested in and rediscovered Rose's interests.