High School (1968) - It's against my principles, you have to stand for something.

It's the Letterboxd Season Challenge!  Theme ten, part one - a cinéma vérité* film!

(Chosen by me!)

The uniting theme of discussions about Frederick Wiseman's 1968 documentary High School typically holds Wiseman shot and edited the faculty of Philadelphia's Northeast High School to argue they less teach their students the assigned curriculum and valuable skills for independent living, and more constantly drill and drone and degrade with the end goal of producing uniformly gray members of a conformist system.  Some arguments further advance this notion by noting how the film takes place against a backdrop of the counterculture revolution and growing dissatisfaction with the war in Vietnam, and construe intent to paint certain amongst the teachers and disciplinary staff as doubling down on their usual techniques in the vain hope of halting the crushing tide.  It is an understandable perspective to adopt, both in face of how Wiseman presents ample scenes of students trapped beneath apparent doubletalk and quickly escalating punishment and the endless bore of great poetry made bland by bad reading, and how the 1960s carry a commonly accepted Identity in the generally held western world and the United States in particular.  This was a time of Unrest, of Change, of the youth who'd seen a rise in visibility and souring of temperament over the preceding decades finally coalescing into a Movement - whether you're living through the moment as with audiences and critics of its day or watching from a distance as now, the image of a teacher reading private correspondence from a student convinced they'll die in Vietnam against that student's expressed wish for privacy within the letter, and then claiming their success as a grunt destined to die in some anonymous jungle is proof High School works conjures the image of a system that's either failing its intended goals, or meeting them perfectly.

I understand these perspectives, and I agree Wiseman's film is cut and presented to drive the idea firmly as he can manage.  His vignettes are carefully chosen and placed in relation to one another with visible intent of wearying on the strength of collective memories within similar halls and against similar authority figures.  High School is a film sympathetic to the teenager in all of us, the person trapped in a sterile, nonstimulative environment for hours of the most valuable years of our lives, wishing the prick at the front of the room would shut up and let us go five minutes early.  It understands your feeling the adults are dead set on grinding every last piece of you from your person with arbitrary rules and unfair detentions and lessons about what a REAL man does, what CONSEQUENCES there'll be in the REAL world if you don't toe the line, how the line and the toeing thereof is the be-all end-all from the moment you graduate to death's door.  I hold it is right for Wiseman and his work to adopt and argue this perspective, for the experience of being in school and blanching against authority is near-universal; even as someone who socialized better with their teachers than their peers and took to lessons so well I'd actively ask for extra work just to keep the mental stimulation going, I've been in the spot of thinking this is all designed to get rid of me and replace that with what THEY want.  You'll clash against authority and find you're not as equal as you'd like in your teenage years one way or another, model student or no.

I hold, however, that a screed against teachers as willing engines of conformity is not all High School contains for the discerning eye.  Indeed, I'm of a mind to argue the film's just as sympathetic towards the faculty and staff as it is the students who struggle beneath their byzantine rules.  Call it a lingering niggle of doubt born from liking my instructors better than the people who'd shun or belittle me, but I cannot believe the high school experience is truly MEANT for such grinding with individualism as the meat.

One has to understand, the film shows Northeast High School as an unpleasant environment for anyone within its confines.  The only people who show a spark of humor or vibrancy are those who don't have to call its blank white brickwork and uncovered fluorescent lights home forty weeks of the year, parents and guest speakers and the like.  The building itself is an unpleasant, confining structure, and the activities going on within are repetitive by nature, necessarily so if a student is to hypothetically retain any information.  Thing is, while we are only shown a lesson or so per classroom, a single meeting of a club, a few handful of shots in the gym, a limited glimpse into the most telling examples of teachers and administrators failing to reach their charges, you must know, from common experience, there is so much more we don't see.  Lesson plans repeated across days, the same faces week after week, the same lessons year after year.  Routine serves as a millstone for those who have to enforce it as well, because there are still people responsible for said enforcement, people who must balance the nightmarish task of imparting information in an interesting, retentive manner, and remaining distant enough from their pupils to act accordingly when a stronger hand is needed.  Both the English teacher reading "Casey at the Bat" in a monotone that robs the poem of all life, and the English teacher trying to make learning cool by teaching Simon and Garfunkel's "The Dangling Conversation" and failing to roue any interest fall prey to the same problem - this environment is not good for anybody.

How could it be?  The United States model of education asks the impossible of those who serve at its whim, to perform as robots while remaining available as a thinking emotional creature when needed, to educate a body of hundreds while thinking of each unit as a person worthy attention and nurturing, to do this until you can perform no more and yet never show signs of fatigue.  The teachers and faculty here can only look bad before Wiseman's camera, for the easiest, most natural response to such conditions is to do whatever you can to get through the goddamned day.  It'd make everything so much easier if nobody piped up or made trouble, if everyone just did as they're told and marched through freshman to senior years without requiring special attention, if those who DID require special attention were dealt with quickly and easily so you can get onto the dozens more who require the same today alone.  All this against a backdrop  of barren walls and glaring lights and prison-like air and the knowledge you'll have to keep coming in again and again and again, that if you leave to do anything else either someone will replace you and endure the same, or no one will and your colleagues will struggle to pick up the slack.  A drive for conformity, I think, arises not because anyone particularly wants to live in a world where marching in lockstep and speaking as expected when expected and thinking authority should not be questioned, but because we've all inherited into a situation so difficult and grinding and so very terribly samey that trying for control is perhaps the response requiring the least effort.

It sucks.  It does.  For everyone.  Understandable as the reaction is, the students are the ones who suffer because their instructors are pressured until they too ask the impossible from their charges, which is the real tragedy of the high school experience, which is why Wiseman's High School is the way it is.  To balance his film between the two perspectives would lose the raw expression of what it feels like to endure these conditions and lessen the youthful drive to push back and be new and different and stubborn on purpose, yet to leave the limitation of its present state with regards to how the situation comes about in the first place unacknowledged is wrong to my mind.  It'd be ever so nice if I could conclude here by saying the solution is and always will be greater mindfulness about what the easy road will do to those around and below you under strenuous circumstances, for those in charge of education to give it their all every single day to the last and fashion a better environment.  Aware as I am, though, of the ever-diminishing value of education by those in power above our instructors, of the constant underfunding across the country, of how even with maximum effort there ARE the bad actors who want to exercise power and genuinely do see the goal of education as the production of unthinking drones subservient to the whims of those who'd use them as gears in a revenue-generating machine or pawns in a holy war... I cannot make such a suggestion in good faith.  Best I can say is we should ditch those enclosed buildings and make the switch to open-air like the schools I came up in, because honestly, so much of the oppressive environment comes down to not getting any goddamned air or sun between classes, students and teachers alike.  Can't bear the thought of working there for decades on end.

(*I know Frederick Wiseman prefers the term "observational documentary" for his films, but the list we were linked to as example includes it as an option, so we're sticking to our guns here.)